J 


/ 


Digitized  by  the  Internet  Archive 
in  2017  with  funding  from 

University  of  Illinois  Urbana-Champaign  Alternates 


https://archive.org/details/inaugurationofwi00kans_0 


WILLIAM  MARION  JARDINE,  B.  S.  A;,  LL.  D 


THE  INAUGURATION  OF 


WILLIAM  MARION  JARDINE,  B.  S.,  LL.  D., 

AS  PRESIDENT  OF  THE 
KANSAS  STATE  AGRICULTURAL  COLLEGE 


1919 

Department  of  Industrial  Journalism  and  Printing 
Kansas  State  Agricultural  College 
Manhattan 


THE  INAUGURATION  OF 
PRESIDENT  JARDINE 


William  Marion  Jardine,  Bachelor  of  Science  in  Ag- 
riculture, Doctor  of  Laws,  was  inaugurated  as  President 
of  the  Kansas  State  Agricultural  College,  at  Manhattan, 
Kansas,  on  Tuesday,  February  4,  1919,  in  the  presence  of 
officers  of  the  State,  representatives  of  other  educational 
institutions,  members  of  the  faculty,  alumni,  students, 
and  friends. 

The  ceremonies  incident  to  the  inauguration  formed 
the  chief  feature  of  Farm  and  Home  Week,  the  annual 
period  in  which  the  Kansas  State  Agricultural  College 
is  host  to  Kansas  farmers  and  farm  families. 

The  program  of  Inauguration  Day  was  opened  at 
10  o'clock  in  the  morning  with  exercises  in  the  auditorium, 
the  Honorable  Edward  Wallis  Hoch,  member  of  the 
Board  of  Administration  and  former  Governor  of  Kan- 
sas, presiding. 

The  exercises  began  with  Jewell's  “Hail  to  Old 
Glory,"  played  by  the  College  Orchestra,  during  which 
the  speakers  and  distinguished  guests  entered  the  audi- 
torium. This  was  followed  by  Moszkowski's  “Malagu- 
ana,"  played  likewise  by  the  College  Orchestra,  led  by 
Professor  Robert  Henry  Brown,  '98. 

Somervell's  “High  Over  the  Breakers"  and  “Music, 
When  Soft  Voices  Die"  were  sung  by  the  Music  Faculty 
Quartet,  consisting  of  Professor  Arthur  Edgar  Westbrook, 
Miss  Katherine  Kimmel,  Miss  Bess  Curry,  and  Mr.  Clif- 
ford W.  Johnston. 

The  Divine  Blessing  was  invoked  by  the  Reverend 
John  Mark  McClelland,  Doctor  of  Divinity,  Pastor  of 
the  First  Methodist  Church,  Manhattan. 

Mr.  Hoch  then  introduced  Raymond  Allen  Pearson, 
Bachelor  of  Science,  Master  of  Science,  Doctor  of  Agri- 
culture, Doctor  of  Laws,  President  of  the  Iowa  State  Col- 
lege of  Agriculture  and  Mechanic  Arts,  who  spoke  as 
follows: 


/ 


4 


THE  INAUGURATION  OF  PRESIDENT  JARDINE 


ADDRESS  BY  DOCTOR  PEARSON 

Mr.  Chairman.  Members  of  the  Board  and  of  the  Faculty , 
Students , and  all  Friends  of  Education: 

We  have  assembled  to  inaugurate  your  President 
who  recently  was  elected  by  the  Board  of  Administra- 
tion to  preside  over  the  affairs  of  this  college.  Such  an 
occasion  marks  a new  epoch  in  the  life  of  an  institution. 
And  when  an  institution  is  so  important  as  this  one  has 
become,  a speaker  may  well  feel  honored,  as  I do,  by  an 
invitation  to  have  a place  on  the  program. 

It  is  my  privilege  to  bring  to  you  the  cordial  greeting 
and  good  wishes  of  Iowa  State  College.  And  although  I 
have  not  received  definite  instructions  from  all  other  edu- 
cational institutions,  I feel  sure  I am  safe  in  saying  that 
they  all  would  rejoice  with  you  in  the  events  of  today  and 
all  would  join  in  sincere  good  wishes  for  the  further  ser- 
vice and  development  of  your  college  under  the  leadership 
of  President  Jardine. 

He  is  fortunate  in  that  he  follows  a man  like  Doctor 
H.  J.  Waters,  who  earned  his  enviable  reputation  as  an 
agricultural  leader  and  as  an  educator  largely  through 
his  service  as  President  of  this  institution.  Doctor  Wat- 
ers, ably  supported  by  Dean  Jardine  and  other  members 
of  the  faculty,  and  strongly  backed  by  the  educational 
authorities  and  citizens  of  the  state,  helped  to  establish 
in  the  minds  of  people  everywhere,  facts  not  only  as  to 
the  standards  and  character  of  this  institution  but  as  to  the 
greatness  of  Kansas. 

Your  new  president  is  fortunate  also  in  the  fact  that 
he  is  thoroughly  familiar  with  the  scope  of  the  institu- 
tion and  its  purposes,  its  personnel,  and  its  history.  Sure- 
ly this  is  an  auspicious  beginning. 

THE  SCOPE  AND  DEVELOPMENT  OF  LAND  GRANT  COLLEGES 

I want  to  say  something  about  the  service  of  such  a 
college  as  this.  Need  I remind  any  one  here  that  this 
college  and  one  such  institution  in  every  other  state  are 
established  and  are  rendering  service  in  accordance  with 
the  provisions  of  a national  law.  The  Act  of  Congress 
was  passed  during  the  dark  days  of  the  Civil  War  and  is 
one  of  the  most  important  pieces  of  legislation  bearing 
the  approval  and  signature  of  President  Lincoln.  It  was 
the  purpose  of  Senator  Morrill,  the  author  of  the  bill,  and 
his  colleagues  in  Congress  to  provide  for  the  “liberal  and 
practical  education  of  industrial  classes  in  the  several 
pursuits  and  professions  of  life.”  They  felt,  and  for 


RAYMOND  ALLEN  PEARSON,  B.  S.,  M.  S.,  D.  Agr.,  LL.  D. 


THE  INAUGURATION  OF  PRESIDENT  JARDINE 


5 


abundant  good  reason,  that  education  along  lines  in  which 
the  masses  were  interested  was  being  sadly  neglected. 
The  law  requires  that  at  such  an  institution  the  leading 
object  shall  be  to  teach  subjects  relating  to  agriculture 
and  the  mechanic  arts.  It  is  necessary  also  to  include  in- 
struction in  military  tactics,  and  it  is  permissible  to  in- 
clude other  scientific  and  classical  studies. 

Before  the  Federal  legislation  could  become  effec- 
tive in  any  state  it  was  necessary  that  the  Legislature  of 
that  state  should  formally  accept  the  provisions  of  the 
national  law.  The  Legislature  of  Kansas  did  this  promptly 
in  1863.  I need  not  take  your  time  to  review  the  history 
of  this  institution  which  is  full  of  interest  and  which 
doubtless  is  known  to  you  much  better  than  to  me. 

The  land  grant  institutions,  one  in  each  state,  con- 
stitute a group  of  educational  centers  having  the  same 
chief  purposes.  They  make  the  largest  group  of  insti- 
tutions of  higher  learning  with  common  purposes,  in  all 
the  world. 

Some  of  the  older  people,,  including  myself,  well  re- 
member the  difficulties  encountered  in  putting  agricul- 
tural instruction  upon  a collegiate  basis  and  in  making 
such  instruction  truly  worth  while,  and  then  again  in 
securing  deserved  recognition  of  this  kind  of  work  when 
well  done.  Three  obstacles  had  to  be  overcome.  First, 
opposition  of  many  farmers  who  felt  that  they  were  not 
and  could  not  be  benefited  by  such  institutions.  There 
are  some  people  inherently  opposed  to  being  told  anything 
by  anybody.  In  that  respect  I think  some  farmers  are 
exactly  like  some  other  people  who  live  in  towns.  Some 
of  these  farmers  felt  it  was  an  acknowledgement  of 
ignorance  to  be  seen  attending  an  agricultural  institute  or 
other  educational  meeting.  Today  one  is  more  likely  to 
meet  a farmer  who  feels  it  is  an  evidence  of  ignorance 
not  to  be  actively  connected  with  and  learning  from  some 
agricultural  teaching  agency. 

But  too  often,  in  the  early  years,  farmers  holding  the 
opinion  that  they  could  not  be  taught  anything  were  in 
the  right — not  because  they  were  incapable  of  learning 
more  but  because  they  already  knew  their  business  better 
than  some  of  those  who  were  asked  to  teach  them. 

The  second  obstacle  was  the  difficulty  in  securing 
well  trained  teachers  and  investigators.  The  institu- 
tions doing  the  best  work  in  those  times  were  generally 
the  ones  which  selected  the  most  intelligent  and  success- 
ful farmers  to  have  important  places  on  their  staffs, 
whether  those  farmers  were  college  graduates  or  not. 
A.nd  that  practice  continues  to  the  present  day  in  the  very 


6 


THE  INAUGURATION  OF  PRESIDENT  JARDINE 


best  of  our  agricultural  colleges.  But  now,  thanks  to  the 
developments  within  the  institutions  themselves,  there 
are  many  men  engaged  in  the  work  who  thoroughly  un- 
derstand practical  farm  operations  and  have  the  great 
benefit  of  sound  training  in  the  fundamental  sciences. 

And  the  third  difficulty  was  the  opposition  of  edu- 
cators whose  training  had  been  along  other  lines  and  who 
failed  utterly  to  appreciate  that  there  might  exist  useful 
knowledge  relating  to  such  things  as  farming,  and  which 
was  teachable  in  a college.  They  opposed  introducing 
agriculture  into  the  college  curriculum  and  they  belittled 
this  work  in  countless  ways.  They  were  usually  honest  in 
their  opposition. 

It  is  amusing  and  sometimes  pathetic  to  read  of  the 
struggles  of  the  old  “standpatters”  in  our  institutions  of 
learning  who  could  not  see  educational  values  in  soils  or 
plants  or  animals.  Occasionally  a true  prophet  would  ap- 
pear. About  eighty  years  ago  President  Francis  Wayland 
of  Brown  University,  a classical  institution,  succeeded 
against  much  opposition  in  placing  certain  scientific  stud- 
ies in  his  college  curriculum.  But  a little  later,  support 
was  witheld  from  this  new  work,  and  in  1855  President 
Wayland  was  forced  to  resign  and  the  old  classical  work 
was  re-established.  He  was  a martyr  to  a true  vision.  He 
had  studied  the  enrollment  of  New  England  colleges  and 
the  courses  offered  and  he  found  small  numbers  of  stud- 
ents attracted  and  he  boldly  stated  that  the  colleges  did 
not  furnish  the  education  desired  by  the  people.  He  said, 
“We  have  in  this  country  120  colleges,  32  theological  sem- 
inaries, and  47  law  schools,  and  we  have  not  a single  in- 
stitution designed  to  furnish  the  agriculturist,  the  manu- 
facturer, the  mechanic,  or  the  merchant  with  the  educa- 
tion that  will  prepare  him  for  the  profession  to  which  his 
life  is  to  be  devoted.” 

One  of  the  early  educators  who  was  opposed  to  agri- 
cultural education  referred  sarcastically  to  “the  butter 
makers  across  the  campus”  who  held  their  subject  on  a 
par  with  Greek  as  a part  of  the  university  education. 

The  educators  were  in  good  company.  Some  mem- 
bers of  Congress  agreed  with  them.  In  1859,  a Mr.  Davis 
argued  in  Congress  that  the  proposition  to  do  something 
along  educational  lines  for  the  agricultural  interests  of 
the  country  was  delusive  and  fraudulent  and  that  such  in- 
terests needed  no  aid  but  were  able  to  take  care  of  them- 
selves. 

Wonderful  changes  have  occurred.  Congress  has 
passed  more  laws,  and  the  states  have  supplemented 


THE  INAUGURATION  OF  PRESIDENT  JARDINE 


7 


them,  whereby  the  work  of  these  institutions  has  been 
steadily  enlarged  and  strengthened.  Agricultural  inves- 
tigations have  been  developed  on  a large  scale.  They 
form  the  secure  foundations  on  which  the  educational 
structure  stands. 

The  Morrill  Act  provided  in  the  same  terms  for  both 
agriculture  and  the  mechanic  arts.  In  the  law  these  two 
lines  of  work  are  equal  and  it  is  usual  to  give  them  equal 
opportunity  in  the  land  grant  institutions.  At  some  of 
these  institutions,  however,  including  this  one,  the  name 
recognizes  only  one  of  these  great  subjects.  At  first 
there  was  predjuice  against  engineering  education  but 
that  was  easily  overcome.  Sometimes  the  question  has 
been  raised  as  to  whether  Congress  intended  land  grant 
institutions  to  engage  in  real  engineering  educational 
work  in  view  of  the  fact  that  the  law  uses  the  term  “me- 
chanic arts”  instead  of  the  term  “engineering.”  There 
is  no  doubt  as  to  the  intention  of  the  framers  of  the  bill 
and  of  Congress  in  enacting  the  law.  In  those  days  the 
term  “mechanic  arts”  included  the  whole  field  of  engin- 
eering in  its  broadest  sense  as  it  is  commonly  recognized 
today  under  the  term  “engineering.”  In  the  early  days 
the  term  “engineer”  was  used  in  a very  restricted  sense, 
meaning  a man  who  ran  an  engine,  or  one  who  surveyed 
a road.  Strictly  speaking,  “mechanic  arts”  represents 
the  larger  and  broader  field  including  not  only  engineer- 
ing as  we  know  that  word  but  also  other  grades  of  work 
described  as  trade  school  work,  or  by  other  terms. 

It  is  to  be  hoped  that  Congress  will  soon  recognize 
the  importance  of  completing  the  engineering  equipment 
and  rounding  out  the  scope  of  this  work  by  establishing 
Federal  engineering  experiment  stations  in  the  land  grant 
colleges,  as  was  done  years  ago  in  the  establishment  of 
agricultural  experiment  stations. 

A new  line  which  has  been  developed  at  land  grant 
colleges  in  full  harmony  with  their  original  purpose  and 
now  directly  recognized  by  Federal  legislation  is  the  work 
in  home  economics.  Some  years  ago  it  was  thought  that 
engineering  education  had  suddenly  come  into  its  own, 
as  was  evidenced  by  the  rapid  increase  in  numbers  of 
students.  A little  later  the  same  was  remarked  con- 
cerning agricultural  education.  Now  we  are  witnessing 
a similar  growth  in  the  field  of  home  economics  edu- 
cation. It  surpasses  the  other  subjects  in  that  it  touches 
literally  every  home  in  the  land. 

And  much  could  be  said  about  the  development  of 
veterinary  education  which  has  been  brought  to  a high 


8 


THE  INAUGURATION  OF  PRESIDENT  JARDINE 


level  of  efficiency  in  certain  colleges,  founded  on  the 
Morrill  Act. 

Land  grant  colleges  today  are  universally  appre- 
ciated. What  better  proof  that  this  institution  is  appre- 
ciated in  the  state  of  Kansas  than  the  fact  that  your  en- 
rollment for  this  year  includes  nearly  2,500  students,  a 
large  increase  over  any  previous  year,  and  the  fact  that 
the  tax  payers  have  provided  here  substantial  buildings 
for  college  use?  Such  buildings,  costing  a quarter  to  a 
half  million  dollars  are  now  commonly  found  in  the  ser- 
vice of  these  colleges  in  different  states. 

And  still  better  is  the  fact  that  the  tax  payers  of 
Kansas  are  willing  to  supplement  Federal  funds  to  pay  at 
least  a goodly  portion  of  your  professors’  and  instructors’ 
salaries  that  compare  favorably  with  modest  business  in- 
comes. The  time  was  when  a college  could  not  get  the 
strongest  men  because  business  interests  would  outbid  the 
college  authorities  except  in  occasional  cases  where  a 
teacher  was  so  much  in  love  with  his  work  that  he  was 
willing  to  pay  for  the  privilege  of  serving  in  this  work. 
I said  in  occasional  cases  but  I meant  to  say  in  many 
cases.  The  hardships  of  the  underpaid  professor  were 
appreciated  by  the  seven  year  old  son  of  one  of  these  pro- 
fessors. The  little  fellow  was  asked  what  he  intended  to 
do  when  he  grew  up.  He  replied,  “Well,  I hope  I’ll  know 
enough  so  I won’t  have  to  be  a professor.” 

While  there  has  been  improvement  throughout  the 
country  in  reference  to  salaries  of  teachers  in  all  schools 
and  colleges,  there  is  need  of  more  improvement.  A 
teacher  who  has  not  sufficient  income  to  keep  his  family 
in  comfort  and  accumulate  a very  little  year  by  year  can- 
not do  his  best  work.  The  public  which  fails  to  recognize 
this  fact  is  the  chief  sufferer.  It  is  very  well  to  pay  a 
janitor  a good  salary  but  it  is  a shame  to  pay  a good  teach- 
er less  than  a janitor  receives. 

POINTS  OF  CONTACT  BETWEEN  LAND  GRANT  COLLEGES 
AND  WAR  ACTIVITIES 

Let  us  review  briefly  some  of  the  great  events  of  the 
past  two  years  and  note  a few  points  of  contact  between 
them  and  the  land  grant  institutions,  your  own  in  par- 
ticular. 

Four  million  American  men  marched  forth  in  well 
disciplined  fighting  units.  More  than  80,000  of  them 
came  from  Kansas  which  already  was  short  of  men  and 
short  of  labor.  Have  you  counted  how  many  of  these  men 
received  more  or  less  military  training  in  this  college,  and 
do  you  know  how  much  this  meant  to  our  nation  in  quick- 


THE  INAUGURATION  OF  PRESIDENT  JARDINE 


9 


ly  leading  to  their  elevation  to  commanding  positions  in 
the  army  and  navy?  It  was  at  a time  when  our  fate  hung 
in  the  balance  and  capable  military  men  were  needed  at 
once.  I have  seen  your  wonderful  service  flag  and  its 
glistening  gold  stars.  They  are  proof  of  the  patriotism  of 
your  students  and  graduates.  I hope  it  will  not  seem  im- 
modest for  me  to  tell  you  that  2,180  stars  are  on  the 
service  flag  of  the  Iowa  State  College  and  forty-eight  of 
these  have  turned  to  gold. 

Strong  appeals  were  made  for  an  increase  of  food 
production.  Our  own  consumption  and  consumption  in 
the  countries  of  the  Allies  were  increasing  by  reason  of 
the  war.  The  Allies  were  producing  less  and  they  were 
prevented  from  getting  their  usual  supplies  from  distant 
ports  because  the  oceans  were  infested  by  submarines.  It 
devolved  upon  this  country  and  Canada  to  supply  not  only 
our  usual  quota  but  as  much  more  as  possible.  The  Pres- 
ident of  the  United  States,  the  Secretary  of  Agriculture, 
Governors,  and  army  officials,  all  called  for  more  food. 
There  was  danger  of  starvation  in  the  countries  of  our 
Allies.  It  was  known  they  could  not  fight  if  they  were  not 
well  fed. 

The  relation  of  food  to  war  is  not  sufficiently  under- 
stood. At  one  time  it  was  feared  the  food  imports  would 
be  cut  off  from  Great  Britian  and  that  this  would  quickly 
put  her  out  of  the  fighting.  In  an  Italian  city  flour  was  not 
available  just  one  day  and  there  were  riots.  I was  told 
in  France  that  at  one  critical  time  a shortage  of  coal 
threatened  the  transportation  of  munitions  to  the  front. 
Investigation  revealed  the  fact  that  the  output  of  coal 
from  the  English  mines  had  decreased  because  the  miners 
did  not  get  enough  food. 

A tremendous  responsibility  fell  upon  the  American 
farmers.  President  Wilson  recognized  this  fact.  He 
recognized  also  that  the  farmers  of  America  are  patriotic 
people.  He  said  on  January  31,  1918,  “The  toil,  the  in- 
telligence, the  energy,  the  foresight,  the  self  sacrifice,  and 
devotion  of  the  farmers  of  America,  will,  I believe,  bring 
to  a triumphant  conclusion  this  great  last  war  for  the 
emancipation  of  men  from  the  control  of  arbitrary  govern- 
ment and  the  selfishness  of  class  legislation  and  control, 
and  then,  when  the  end  has  come,  we  may  look  each 
other  in  the  face,  and  be  glad  that  we  are  Americans  and 
have  had  the  privilege  to  play  such  a part.” 

A PROPER  RECOGNITION  OF  THE  AMERICAN  FARMER 

Who  did  win  the  war!  There  is  a hint  in  the  Pres- 
ident's words  as  to  who  did.  But  I don't  believe  all  the 


10  THE  INAUGURATION  OF  PRESIDENT  JARDINE 

credit  belongs  to  any  one  country,  group,  or  person. 
Labor  makes  its  claims.  The  railroads  make  theirs,  so 
do  the  packers,  and  now  we  are  told  that  the  automobile 
industry  claims  that  they  contributed  more  toward  win- 
ning the  war  than  any  other  peace  industry  of  the  country 
except  steel.  In  our  talk  about  who  did  it  let  us  not  for- 
get that  France  laid  down  one  million  lives  and  Great 
Britian  nearly  one  million.  Let  us  not  forget  the  British 
fleet  nor  the  British  women  and  their  heroic  service.  But 
coming  back  to  our  own  country  I think  we  can  easily 
agree  that  our  war  efforts  may  be  compared  with  a three- 
legged  stool — they  would  have  collapsed  if  either  leg  had 
failed.  One  leg  was  our  splendid  army  and  navy.  An- 
other was  our  vast  industries  and  transportation.  And 
the  third  was  our  agriculture. 

Though  the  best  workers  were  leaving  our  farms  by 
the  hundreds  of  thousands,  those  who  remained  behind 
exerted  themselves  to  the  utmost  and  produced  such  a 
quantity  of  food  crops  as  this  country  had  never  seen — in 
1917,  nearly  a billion  bushels  of  cereals  more  than  the 
five  year  average  before  the  war  started  in  Europe.  And 
almost  as  large  a production  in  1918.  And  in  each  of 
these  years  there  were  more  horses,  mules,  milch  cows 
and  other  cattle,  and  many  more  swine  than  before  the 
war.  There  was  a slight  decrease  in  numbers  of  sheep. 
The  estimated  production  of  beef,  pork  and  mutton  in 
1918  exceeded  the  production  in  1914  by  about  four  bil- 
lion pounds,  or  about  25  per  cent.  In  1918,  the  acreage 
of  the  principal  cereals  in  the  United  States  exceeded  the 
normal  acreage  before  the  war  by  nearly  40  million  acres, 
or  nearly  20  per  cent. 

In  1918,  we  exported  enormous  quantities  of  food  to 
the  Allies.  Increases  over  the  normal  pre-war  exports 
were  for  corn  (and  meal)  101  per  cent,  wheat  (and 
flour)  126  per  cent,  oats  1296  per  cent,  barley  334  per 
cent,  rye  (and  flour)  1929  per  cent,  rice  623  per  cent,  beef 
and  its  products  271  per  cent,  pork  and  its  products  185 
per  cent,  condensed  milk  3358  per  cent,  cheese  1804  per 
cent  and  mules  (not  for  our  own  army)  1127  per  cent.  Of 
course  our  surplus  had  been  decreasing  in  the  years  be- 
fore the  war,  but  these  figures  speak  volumes. 

In  announcing  these  stupendous  figures,  the  Secre- 
tary of  Agriculture  gives  great  credit  to  the  farmers  of 
the  country  and  especially  he  mentions  the  colleges  of 
agriculture,  which,  with  the  Federal  Department  of  Agri- 
culture, were  leaders  in  making  plans,  securing  necessary 
additional  equipment  and  supplies,  in  combating  pests, 
in  finding  additional  labor  and  in  helping  to  save  and  to 


THE  INAUGURATION  OF  PRESIDENT  JARDINE 


11 


market  the  crops.  I may  say  some  of  the  most  prominent 
government  officials  who  were  in  close  touch  with  all 
war  efforts  of  all  kinds,  frankly  have  stated  that  the  agri- 
cultural institutions  were  the  best  organized  and  respond- 
ed the  quickest  of  all  agencies  in  our  country  when  the 
war  demands  were  first  felt. 

The  state  of  Kansas  takes  a very  prominent  position 
in  the  list  of  states  in  this  connection.  On  the  basis  of  the 
wheat  crop  she  stands  at  the  head  of  the  list.  Your  an- 
nual average  production  during  the  five  year  war  period 
exceeded  100  million  bushels.  In  only  one  previous  year, 
when  all  conditions  were  especially  favorable,  did  your 
state  turn  out  such  an  enormous  crop  of  wheat.  No  other 
state  could  make  such  a showing.  It  is  estimated  that  you 
now  have  nearly  11  million  acres  in  wheat.  The  values 
of  your  principal  crops  during  the  five  year  war  period 
are  almost  beyond  our  ability  to  appreciate.  For  the 
present  year,  we  are  told  by  Secretary  Mohler  that  the 
values  of  farm  crops  and  products,  including  slaughtered 
animals,  approximates  600  million  dollars.  In  some  parts 
of  the  state  the  newspapers  could  render  a splendid  ser- 
vice by  giving  greater  prominence  to  such  facts  as  these 
and  less  to  murders  and  scandals. 

Dean  Johnson  and  his  many  associates,  paid  and  un- 
paid, could  write  volumes  on  what  Kansas  did  in  the  way 
of  speeding  up  production.  And  doubtless  Dean  Van  Zile 
and  her  assistants  could  write  more  volumes  in  describ- 
ing what  was  done  especially  by  the  women  of  Kansas  in 
saving  and  substituting  in  the  home,  to  say  nothing  of 
working  at  men’s  jobs.  If  they  could  be  secured,  the 
figures  showing  what  has  been  saved  in  Kansas,  especial- 
ly in  the  homes,  under  the  leadership  of  experts  in  home 
economics,  would  be  profoundly  interesting. 

The  story  of  your  service  along  engineering  lines  al- 
so is  highly  creditable.  I fear  we  sometimes  make  the 
mistake  of  thinking  that  engineering  work  is  not  a work  of 
importance  in  these  agricultural  states.  Your  great  flour 
mills  and  packing  houses  were  speeded  up.  Your  mineral 
interests  were  called  upon  for  greater  efforts.  Your  rail- 
roads and  highways  had  to  be  kept  in  repair.  The  public 
service  facilities,  including  water  supply  and  sewage,  all 
had  to  be  safeguarded  and  at  places  enlarged.  I am  in- 
formed that  your  Engineering  Division  assisted  municipal- 
ities and  industrial  plants  to  overcome  many  problems 
which  were  especially  difficult  on  account  of  war  con- 
ditions. In  addition  to  this,  special  engineering  training 
was  given  to  many  hundreds  of  young  men  preparing  for 


12  THE  INAUGURATION  OF  PRESIDENT  JARDINE 

service  in  the  army  or  in  the  industries  that  would  contri- 
bute to  our  military  strength. 

The  experts  of  this  college  were  busily  engaged  in 
Kansas  but  they  were  called  upon  also  to  serve  in  larger 
fields.  President  Waters  became  a member  of  the  fair 
wheat-price  committee.  I am  satisfied  that  the  price 
agreed  upon  for  wheat  was  more  fair  than  it  would  have 
been  if  he  had  not  served  on  that  committee.  Dean  Jar- 
dine  was  called  upon  to  give  expert  advice  concerning  seed 
wheat  and  other  important  questions  relating  to  other 
states  as  well  as  to  Kansas.  Later,  as  your  President,  he 
came  to  Washington  especially  to  speed  up  arrangements 
for  getting  temporary  help  into  Kansas  to  care  for  the 
harvest.  He  was  tremendously  in  earnest  when  on  this 
mission  and  I doubt  not  that  through  his  efforts  enough 
additional  wheat  was  produced  in  Kansas  in  1918  to  bring 
into  your  state  an  enormous  sum  of  money.  But  to  the 
nation  the  most  important  thing  was  to  get  the  wheat.  I 
well  remember  the  special  service  of  Professor  Fitz  in  a 
conference  of  agricultural  leaders  from  twelve  states  who 
met  in  Kansas  City  to  decide  how  far  the  farmers  should 
be  urged  to  go  in  producing  additional  crops.  Dean  Pot- 
ter was  called  to  a service  of  great  importance  in  con- 
nection with  the  training  of  mechanics  for  the  army. 
Many  thousands  of  men  were  trained  under  his  direction. 
We  in  Iowa  were  glad  to  have  him  in  charge  of  our  dis- 
trict. 

The  more  one  learns  of  the  service  of  the  land  grant 
institutions  during  the  war  period  the  more  he  feels  that 
it  was  an  inspired  thought  in  connection  with  national 
defense  that  led  to  the  enactment  of  the  Morrill  law  dur- 
ing the  period  of  the  Civil  War. 

LAND  GRANT  COLLEGES  AND  RECONSTRUCTION  PROBLEMS 

We  are  now  entering  upon  a period  of  reconstruc- 
tion and  the  relation  of  the  land  grant  institution  to  the 
new  problems  becomes  a question  of  vital  importance. 
Reconstruction  problems  effect  primarily  the  great  in- 
dustries of  the  country.  The  farmers,  the  railroads,  the 
manufacturers,  the  laborers,  and  the  home  makers  are 
the  groups  chiefly  concerned  in  reconstruction  problems 
as  these  are  being  argued  in  the  halls  of  Congress,  in  the 
editorial  columns,  and  at  all  places  where  intelligent  men 

ACTIVITIES 

The  farmers’  relation  to  reconstruction  is  the  most 
important  of  all.  It  must  be  remembered  that  in  this  coun- 
try there  are  more  farmers  than  any  other  class.  When 


THE  INAUGURATION  OF  PRESIDENT  JARDINE 


13 


their  business  is  doing  well,  business  everywhere  is  good. 
Everything  possible  should  be  done  now  to  make  agricul- 
ture attractive  to  those  who  are  engaged  in  it  and  to  others 
who  really  ought  to  return  to  it.  Amang  other  things,  this 
means,  of  course,  the  maintenance  of  fair  prices  for  agri- 
cultural products.  If  farmers  have  reason  to  think  that 
they  are  not  treated  fairly  great  numbers  of  them  will 
leave  the  farms  and  go  to  towns  and  cities  and  profoundly 
affect  the  labor  situation  by  increasing  the  number  of  un- 
employed. When  we  remember  how  universal  is  farm- 
ing and  how  many  are  engaged  in  the  business  we  appre- 
ciate what  it  would  mean  to  this  country  to  have  even  a 
small  portion  of  them  decide  to  change  their  work  from 
the  country  to  the  town.  On  the  other  hand,  if  farmers 
are  satisfied,  there  will  be  a tendency  to  draw  the  better 
class  of  agricultural  labor  from  the  town  to  the  country 
and  thus  tremendously  relieve  a trying  situation. 

Without  doubt  the  government  will  maintain  the 
price  of  wheat  for  the  1919  crop  in  accordance  with  the 
guarantee  which  was  made  by  the  President  under 
authorization  by  Congress.  Already  there  have  been 
some  sharp  questions  asked  by  editors  of  metropolitan 
papers  as  to  why  the  wheat  price  should  be  maintained 
since  the  armistice  has  been  signed.  There  are  two  good 
reasons.  First,  because  Uncle  Sam  promised  it  would  be 
maintained  and  Uncle  Sam  will  keep  his  word.  Second, 
because  there  is  not  such  an  enormous  quantity  of  wheat 
in  the  world  as  to  indicate  that  this  essential  food  will  go 
begging  for  a market  in  the  near  future.  Official  figures 
recently  issued  from  Washington  show  that  the  import 
requirements  of  wheat  for  all  Europe  in  the  year  1919  will 
probably  amount  to  728  million  bushels  and  the  quanity 
available  for  export  frotn  Canada,  Argentina  and  Aus- 
tralia will  amount  to  about  495  million  bushels,  leaving  a 
deficit  of  233  million  bushels  of  wheat  in  1919  without 
regard  to  the  crop  in  the  United  States.  In  this  country 
we  will  have  a surplus  from  the  1918  harvest  of  277  mil- 
lion bushels.  This  is  sufficient  to  make  up  the  world  de- 
ficit and  leave  a surplus  of  only  44  million  bushels.  Need- 
less to  say,  that  is  a very  small  surplus.  A short  period 
of  unusual  weather  may  easily  result  in  increasing  or  de- 
creasing the  crop  in  this  country  by  very  much  more  than 
44  million  bushels,  to  say  nothing  of  the  possible  effects  of 
bad  weather  on  the  wheat  crops  of  other  countries. 

The  wheat  price  problem  and  every  other  problem 
relating  to  the  cost  of  food  production  and  market  prices 
vitally  affects  the  farmers  and  they  look  to  their  agri- 
cultural institutions  for  reliable  information.  I think  some 


14  THE  INAUGURATION  OF  PRESIDENT  JARDINE 

colleges  have  felt  a hesitancy  in  the  past  in  connection 
with  the  development  of  their  work  along  the  lines  of 
agricultural  economics  but  now  the  farmers  themselves 
are  asking  for  this.  Yes,  demanding  it.  A few  days 
ago  one  of  the  strongest  agricultural  organizations  in  the 
country  adopted  a resolution  formally  asking  agricultural 
colleges  to  give  more  attention  to  subjects  relating  to  cost 
of  production  and  marketing. 

New  problems  are  presented  by  schemes  for  colon- 
ization of  soldiers  and  other  schemes  to  furnish  ready 
made  farms.  Some  of  these  schemes  are  based  on  the 
false  idea  that  a farmer  can  be  made  in  a minute. 

The  labor  question  is  another  great  reconstruction 
problem.  Already  we  are  being  warned  that  there  is 
more  labor  in  some  large  industrial  centers  of  this  coun- 
try than  is  needed.  Here  is  an  appeal  to  agriculture  and 
to  every  other  great  activity.  Unemployment  leads  to 
distress  and  may  lead  to  violence.  Our  national  govern- 
ment has  recognized  the  situation  by  ordering  certain 
large  items  of  construction  to  proceed  at  once.  States 
are  asked  to  take  similar  steps.  In  my  own  state  a strong 
feeling  exists  that  the  erection  of  permanent  college 
buildings  should  proceed  as  soon  as  possible  and  that  lib- 
eral funds  for  this  purpose  should  be  made  available  im- 
mediately so  that  the  money  may  be  used  by  the  responsi- 
ble board  whenever  in  their  judgment  it  is  opportune  and, 
right  to  build.  Under  this  necessity  the  Iowa  State  Col- 
lege may  secure  a much  needed  library  building  and  at 
least  one  or  two  other  important  structures. 

The  readjustment  of  manufacturing  whereby  peace 
products  will  be  turned  out  in  place  of  war  products  is 
an  item  of  great  importance.  The  usual  materials  of  con- 
struction are  still  high  in  price.  A great  service  may  be 
rendered  by  any  institution  which  can  show  how  substi- 
tute materials  of  construction  may  be  utilized  to  advan- 
tage. For  example,  in  this  western  country  we  might 
learn  to  use  more  of  clay  products  and  more  of  cement 
products  and  depend  less  on  steel  and  iron.  The  transfor- 
mation is  coming.  It  ought  to  come  more  rapidly.  There 
will  be  a time  when  our  building  products  in  this  section,  as 
food  products,  will  come  from  our  own  territory  in  very 
large  if  not  in  full  measure. 

Fuels  are  expensive  and  hard  to  get  at  any  price. 
Some  day  we  shall  use  the  greatest  power  on  earth,  the 
wind.  When  we  hear  it  whistling  around  the  corner  of 
the  house  we  ought  to  feel  that  it  is  laughing  at  us  be- 
cause we  have  not  found  a way  to  avail  ourselves  of  its 
great  strength.  One  who  has  studied  the  subject  is  re- 


THE  INAUGURATION  OF  PRESIDENT  JARDINE 


15 


sponsible  for  the  statement  that  in  the  course  of  a year 
sufficient  wind  power  passes  through  a few  square  rods 
to  furnish  all  the  light,  heat  and  power  needed  on  an 
average  farm,  if  it  could  but  be  wholly  controlled.  This 
is  a question  for  the  future.  Questions  of  more  immediate 
promise  relate  to  methods  of  making  more  efficient  use 
of  the  fuels  we  are  now  consuming. 

These  are  only  a few  samples  of  the  very  many  re- 
construction problems.  Then  too,  we  have  many  of  our 
old  problems  coming  back  again  in  new  form  and  more 
important  than  ever, — such  as  farm  tenancy,  conserva- 
tion of  soil  fertility,  keeping  up  food  production,  combat- 
ing countless  pests  and  diseases,  conservation  of  natural 
resources  and  the  ownership  of  public  utilities.  It  seems 
that  almost  every  one  is  connected  with  such  a college  as 
this,  and  those  in  charge  well  may  be  impressed  by  the 
great  responsibility  that  falls  upon  them  in  these  new 
ways. 

There  is  to  be  reconstruction  also  in  connection  with 
the  courses  of  study  offered  in  our  colleges.  Educators 
themselves,  as  well  as  others,  must  reconstruct  their  work 
wherever  new  conditions  demand.  You  must  remain 
alert  lest  you  be  led  astray  by  false  signs  and  make 
changes  that  should  not  be  made  and  equally  alert  lest 
you  adhere  to  wThat  is  no  longer  appropriate.  For  many 
years  these  reconstruction  problems  will  be  the  most  dif- 
ficult with  which  you  have  to  contend.  The  Board  of 
Administration,  the  President,  and  the  Faculty  will  be 
urged  to  do  this  and  that,  and  they  will  be  criticized  for 
not  acting  more  quickly.  God  grant  that  they  shall  have 
the  wisdom  and  backbone  and  strength  to  do  what  is 
right. 

One  of  these  new  problems  pressing  for  immediate 
solution  is  the  development  of  military  work  in  the  col- 
lege under  the  new  conditions  and  changing  regulations. 
Of  course  military  work  will  be  continued  but  it  should 
be  made  of  higher  educational  value  than  in  the  past,  and 
more  emphasis  should  be  given  to  the  physical  training 
side  of  the  work.  The  new  army  now  being  planned  in 
Congress  will  need  very  many  men  well  trained  along 
technical  lines  and  in  military  tactics. 

It  would  be  interesting  to  discuss  more  intimately 
some  of  the  problems  with  which  faculties  are  now  wrest- 
ling, the  questions  of  maintaining  educational  standards, 
receiving  the  boys  back  in  college  at  any  time  they  are  re- 
leased from  the  army,  substituting  credits  of  one  kind  for 
others  considered  of  equal  value,  readapting  courses  of 


16 


THE  INAUGURATION  OF  PRESIDENT  JARDINE 


study  to  give  better  training  for  the  new  demands  that  are 
arising,  and  countless  others. 

Too  often  teachers  have  the  fact  impressed  upon 
them  that  in  occasional  cases  a serious  mistake  has  been 
made,  and  perhaps  there  has  been  actual  injustice,  by  pro- 
viding education  to  an  individual  who  was  not  qualified 
physically  to  make  use  of  what  he  learned  or  morally  to 
make  the  proper  use  of  his  knowledge.  It  must  not  be 
overlooked  that  young  people  developing  into  manhood 
and  womanhood  need  something  besides  education.  They 
need  good  health  and  they  need  good  character.  To  what 
extent  an  institution  should  go  in  providing  these  needs 
may  be  an  open  question.  But  there  is  no  doubt  that  a 
responsibility  in  this  connection  rests  upon  every  college 
president  and  professor.  The  student  who  goes  forth  from 
an  institution  with  his  health  wrecked  is  relatively  a poor 
investment  for  the  state.  My  thought  is  well  expressed 
by  Bacon,  who  said  many  years  ago : 

“If  by  gaining  knowledge  we  destroy  our  health, 

We  labor  for  a thing  that  will  be  useless  in  our  hands ; 

He  that  sinks  his  vessel  by  over  lading  it,  though  it  be 
With  gold,  and  silver  and  precious  stones,  will  give  its 
Owner  but  an  ill  account  of  his  voyage.” 

In  respect  to  physical  training  the  colleges  are  mak- 
ing progress  but  not  as  much  as  they  should.  At  some 
institutions  the  faculty,  and  particularly  the  physical 
training  staff,  have  the  good  sense  and  the  courage  to 
prevent  the  so-called  big  games  from  dominating  the 
whole  athletic  situation.  Athletics  for  the  many,  rather 
than  for  the  few,  should  always  be  the  leading  aim.  In- 
stead of  one  baseball  nine  there  should  be  twenty  or 
thirty. 

When  a state  furnishes  an  education  to  a young  man 
or  a young  woman  at  considerable  cost,  it  expects  that 
person  to  become  a better  and  a more  useful  citizen  by 
reason  of  the  education.  One's  character  is  developing 
as  he  receives  his  education.  The  great  question  is 
whether  the  character  is  improving.  Through  more 
careful  training  of  character  in  many  a case  the  education 
would  be  doubled  in  its  value  to  the  state.  Without  doubt 
the  mistake  has  been  made  of  investing  money  in  the  edu- 
cation of  a person  whose  character  was  so  low  that  the 
education  was  used  for  destructive  rather  than  con- 
structive purposes.  We  do  not  put  weapons  into  the 
hands  of  wild  men  who  may  turn  them  against  the  things 
that  are  good  and  useful.  The  world  now  sees  this  hap- 
pening in  Russia.  For  just  as  good  reason  we  should  not 
train  the  minds  of  persons  who  do  not  know  how  to  use  or 


THE  INAUGURATION  OF  PRESIDENT  JARDINE 


17 


who  will  not  use  the  training  for  the  benefit  of  the  state 
which  gives  it  to  them.  It  is  not  always  easy  to  detect  such 
persons  but  when  they  are  discovered  they  should  be  elim- 
inated from  an  educational  institution.  Such  measures 
strictly  imposed,  together  with  proper  steps  to  help  de- 
velop character  in  right  minded  young  people,  are  prob- 
lems which  college  faculties  have  to  wrestle  with  and 
are  solving  with  more  or  less  success. 

There  is  then  a threefold  obligation  to  be  performed 
for  the  student, — to  provide  educational,  physical,  and 
moral  training.  It  is  gratifying  to  know  that  the  majority 
of  students,  themselves  coming  from  good  homes,  appre- 
ciate the  threefold  need  as  well  as  their  instructors  ap- 
preciate it  and  are  glad  to  cooperate  in  making  the  efforts 
along  all  these  lines  effective. 

SUMMARY 

Mr.  Chairman,  I have  not  tried  to  cover  the  whole 
field  of  higher  education.  One  is  tempted  at  a time  like 
this  at  least  to  refer  to  the  special  problems  in  other  in- 
stitutions, particularly  those  which  are  being  handled  so 
well  by  your  sister  institution, — the  State  University. 
These  would  carry  us  into  the  fields  of  law,  medicine,, 
dentistry,  pharmacy,  architecture,  commerce,  and  various 
branches  of  the  liberal  arts.  But  I have  mentioned  some 
important  problems  that  are  common  to  all  colleges  and 
universities  and  which  may  be  called  citizenship  prob- 
lems. 

May  I summarize  by  saying  that  this  institution,  un- 
der the  requirements  of  its  charter,  must  give  special 
attention  to  agriculture,  the  industries,  and  to  military 
training.  The  work  must  be  of  three  kinds, — teaching  on 
the  campus,  research,  and  extension.  Because  of  the 
large  number  of  people  interested  in  these  lines  of  effort 
your  work  is  bound  to  proceed  on  a large  scale  and,  if 
well  done,  it  will  affect  the  welfare  of  every  part  of  the 
state,  directly  or  indirectly. 

It  is  a privilege  to  be  a member  of  the  faculty  of  such 
a college  in  normal  times,  and,  for  a man  or  woman  of 
ability,  integrity  and  unflinching  courage,  it  is  thrice  a 
privilege  now  as  we  enter  upon  what  may  prove  to  be  the 
most  difficult  period  in  our  history,  because  of  the  great 
problems  which  must  be  faced  and  solved. 

We  shall  come  through  this  period  as  victors,  with 
the  aid  of  some  bulwarks  against  unreasonableness  and 
unfairness  and  unrighteousness,  which  this  nation  pos- 
sesses. And  one  of  the  chief  of  these  is  our  educational 
system. 


18  THE  INAUGURATION  OF  PRESIDENT  JARDINE 

President  Jardine,  on  this  day  of  your  inauguration, 
I come  to  congratulate  you  as  the  chief  executive  offi- 
cer of  this  great  college.  I believe  that  all  people  here 
and  elsewhere  who  know  you  and  know  of  your  splendid 
qualifications,  would  join  me  in  an  expression  of  confi- 
dence in  you  and  in  the  wish  that  you  will  enjoy  a long 
period  of  service,  and  that  in  this  service  you  will  con- 
stantly find  your  chief  compensation  in  the  success  and 
happiness  that  come  to  you  together  with  the  conscious- 
ness that  your  work  is  being  faithfully  done. 


At  noon  a luncheon  was  served  by  the  Department 
of  Domestic  Science  to  the  speakers  and  other  invited 
guests. 


The  afternoon  session  was  opened  at  2 o’clock  with 
Fillmore’s  “His  Excellency”  and  Elgar’s  “Pomp  and 
Circumstance,”  played  by  the  College  Orchestra. 

The  Invocation  was  pronounced  by  the  Reverend 
Drury  Hill  Fisher,  Bachelor  of  Arts,  Master  of  Arts,  Doc- 
tor of  Divinity,  Pastor  of  the  First  Presbyterian  Church, 
Manhattan. 

The  Music  Faculty  Quartet  sang  the  Quartet  from 
Verdi’s  “Rigoletto.” 

President  Jardine  was  then  formally  inaugurated 
into  office  by  Mr.  Hoch,  representing  the  Board  of  Ad- 
ministration. Mr.  Hoch  spoke  as  follows: 

ADDRESS  BY  MR.  HOCH 

Members  of  the  Faculty  and  Student  Body  of  the  Kansas 
State  Agricultural  College , and  Friends: 

If  one  should  ask  this  fine  audience,  ‘What  is  the 
greatest  event  recorded  in  Kansas  history?’  there  would 
doubtless  be  a great  variety  of  answers.  Some,  undoubt- 
edly, would  answer,  “The  Admission  of  the  State  into  the 
Union.”  While  that,  of  course,  was  an  important  event 
in  the  history  of  the  state,  it  was  an  inevitable  event  in- 
volving only  a question  of  time. 

Others,  no  doubt,  would  say,  “The  adoption  of  the 
Prohibitory  Amendment  to  the  Constitution  is  the  most 
important  event  recorded  in  Kansas  history,”  and  its  im- 
portance, indeed,  can  scarcely  be  overestimated,  for  in 


THE  INAUGURATION  OF  PRESIDENT  JARDINE 


19 


the  light  of  recent  events,  "Behold  how  a little  leaven  hath 
leavened  the  whole  lump!" 

Still  others,  one  may  easily  believe,  would  contend 
that  the  enfranchisement  of  women  is  a sufficient  answer 
to  the  question,  and  who  can  overestimate  the  importance 
of  this  just  act  of  the  people  of  Kansas — the  taking  into 
governmental  partnership  the  other  and  better  half  of 
our  population?  Some  might  even  insist  that  the  adop- 
tion of  the  Bone  Dry  Law  measures  up  to  a satisfactory 
answer  to  the  question.  Numerous  other  answers  could 
be  and  doubtless  would  be  made  by  partisans  of  various 
different  State  interests,  which  have  passed  into  history ; 
but  you  will  pardon  me  if  I give  you  an  answer  quite 
different  from  all  of  these  while  acknowledging  gladly 
the  importance  of  them  all. 

At  a time  when  the  State  had  only  a little  more  than 
100,000  population  and  most  of  them  exceedingly  poor, 
as  pioneers  proverbially  are;  at  a time  when  the  Nation 
was  involved  in  the  Civil  War,  and  the  war  clouds  hung 
thick  and  black  over  this  new  state ; when  the  tramp  of 
invading  armies  was  heard  upon  our  streets  and  the 
blood  of  our  citizens  was  being  freely  shed  for  the  pro- 
tection of  their  homes;  when  the  fate  of  the  Nation  and 
of  the  State  hung  in  the  balance — in  the  very  midst  of 
those  awful  times  the  voice  of  the  Kansas  Legislature 
was  heard  above  the  din  of  battle  and  the  cries  of  distress 
proclaiming  the  establishment  of  the  three  great  parent 
educational  institutions  now  flourishing  in  the  state : The 
University  at  Lawrence,  the  Agricultural  College  at  Man- 
hattan and  the  Normal  School  at  Emporia.  This  educa- 
tional vision  voiced  in  the  statute  of  '63,  this  laying  of 
the  cornerstone  of  our  whole  state  educational  system 
under  those  extraordinary  and  trying  circumstances,  is, 
in  my  judgment,  the  greatest  event  recorded  in  Kansas 
history. 

We  have  met  today  formally  to  induct  into  office 
the  seventh  president  of  one  of  these  great  institutions 
of  learning.  May  I impart  to  you  a secret  concerning 
his  selection  for  this  important  position?  Our  entire 
Board  went  to  Washington  in  January,  1918,  to  find,  if 
we  might,  a successor  to  Dr.  Henry  J.  Waters,  who,  for 
ten  years,  had  been  the  distinguished  President  of  this 
institution,  but  had  recently  resigned.  We  spent  three 
days  in  attendance  upon  what  is  said  to  have  been  the 
greatest  gathering  of  agricultural  college  presidents  and 
professors  and  other  college  celebrities  ever  assembled 
in  the  United  States.  We  interviewed  numerous  distin- 
guished educators,  including  the  Secretary  of  Agricul- 


20  THE  INAUGURATION  OF  PRESIDENT  JARDINE 

ture,  himself  an  old  college  president;  the  Commissioner 
of  Education ; and  many  other  prominent  people  equipped 
with  knowledge  valuable  to  us.  We  listened  to  nearly 
all  the  discussions  and  studied  personalities  from  every 
possible  angle  and,  without  reflection  upon  any  of  the 
eminent  gentlemen  we  thought  eligible  for  the  place,  we 
finally  decided  that,  taking  everything  into  consideration, 
it  was  not  at  all  necessary  to  go  outside  the  State  of 
Kansas  to  find  a worthy  successor  to  Doctor  Waters;  and 
in  this  way,  and  for  these  reasons,  his  mantle  has  fallen 
upon  your  new  President,  Dr.  William  Marion  Jardine, 
so  long  and  so  successfully  connected  with  this  institution. 
His  fame  is  not  confined  to  Kansas,  and,  indeed,  his 
selection  was  urged  upon  us  by  many  of  the  most  dis- 
tinguished educators  we  met  in  Washington. 

And  now,  without  unnecessary  formality,  in  behalf 
of  the  Board  of  Administration  and  in  behalf  of  the  state 
we  officially  represent,  I have  the  honor  and  pleasure 
of  introducing  to  you  your  new  President,  Dr.  William 
Marion  Jardine. 

Thereupon  Doctor  Jardine  formally  accepted  the 
office  of  President  of  the  Kansas  State  Agricultural  Col- 
lege, and  delivered  his  inaugural  address,  as  follows : 


THE  INAUGURATION  OF  PRESIDENT  JARDINE 


21 


ADDRESS  BY  DOCTOR  JARDINE 

Mr.  Chairman , Guests  of  the  College , Members  of  the  Fac- 
ulty, Students , Friends: 

With  a deep  sense  of  the  honor  conferred  upon  me 
and  the  responsibilities  involved,  I accept  from  you  the 
office  of  President  of  the  Kansas  State  Agricultural  Col- 
lege. I pledge  myself  to  maintain  that  which  is  best  in 
the  institution’s  past  and  to  strive  to  direct  its  future  along 
right  paths.  To  the  governing  board,  the  faculty,  the 
alumni,  student  body,  and  friends  of  the  institution,  I 
must  look  for  that  loyal  cooperation  and  assistance  which 
alone  can  make  my  efforts  successful. 

While  this  occasion  is  unique  in  my  own  life  I feel 
that  it  differs  from  many  similar  ceremonies  in  one  par- 
ticular, namely,  in  the  fact  that  I have  already  been  as- 
sociated for  a number  of  years  with  the  college  of  which 
I am  to  become  President.  These  years  have  afforded 
unexcelled  opportunities  to  learn  the  aims  and  ideals  of 
the  Kansas  State  Agricultural  College  and  to  discern  its 
animating  spirit  and  purpose.  I am  now  brought  to  the 
point  where  the  unusual  opportunities  afforded  in  prep- 
aration for  a work  unforseen  are  transformed  into  im- 
mensely increased  responsibilities. 

It  is  with  the  humility  of  the  sincere  probationer 
at  the  beginning  of  his  period  of  trial  that  I am  here.  Only 
the  years  can  determine  the  wisdom  of  the  choice  which 
the  governing  body  has  made.  The  task  I now  assume  is 
to  interpret  correctly  the  history  of  the  college,  to  appre- 
hend wherein  lies  the  force  it  now  exerts  as  an  educational 
and  social  power,  and  in  the  light  of  the  immense  changes 
which  are  taking  place  in  the  world  about,  to  perceive 
the  present  and  future  mission  of  the  institution  and  to 
formulate  the  lines  along  which  its  future  progress  must 
be  made. 

The  Kansas  State  Agricultural  College,  it  must  be 
constantly  remembered,  is  not  simply  an  educational  in- 
stitution instructing  a relatively  small  body  of  selected 
men  and  women  on  a campus  at  Manhattan ; it  is  also  a 
great  and  responsible  instrumentality  for  enlarging  the 
agricultural  and  industrial  life  of  the  state.  In  the  natural 
course  of  development,  each  of  the  state  institutions  of 
higher  learning  has  come  to  fill  a particular  need.  Each 
is  essential  to  the  upbuilding  of  the  state.  Each  must  be 
free  to  develop  in  its  own  clear-cut  field  and  in  that  field 
its  stress  should  be  laid.  Not  a little  of  the  credit  for  the 
present  happy  relations  of  the  state  educational  institu- 


22  THE  INAUGURATION  OF  PRESIDENT  JARDINE 

tions  is  due  to  the  high  type  of  Kansas  citizens  who  have 
formed  the  governing  boards.  Progressive,  broad-minded, 
fair,  their  efforts  have  resulted  in  the  working  out  of  a 
definite  plan  of  action  for  each  institution  and  in  making 
the  state's  progress  and  welfare  the  guiding  and  inspiring 
principle  of  all.  The  service  which  the  Kansas  State 
Agricultural  College  is  rendering  in  its  leadership  in  pub- 
lic movements,  in  pointing  the  way  to  more  efficient  agri- 
cultural production  and  distribution,  in  working  out  more 
effective  industrial  methods,  in  teaching  efficiency  in 
home  administration  and  encouraging  higher  standards 
of  home  life,  in  developing  higher  ideals  of  citizenship 
and  service,  was  brought  to  fruition  during  the  adminis- 
tration of  Doctor  Waters,  whom  it  was  my  pleasure  and 
good  fortune  to  work  with  and  to  serve  through  so  many 
years.  It  must  be  the  continued  mission  of  the  institution 
to  serve  in  and  to  enlarge  these  fields. 

In  the  realm  of  the  college  proper,  it  shall  be  the  aim 
of  our  teaching  in  the  future,  as  in  the  past,  to  give  train- 
ing of  the  highest  professional  type  in  the  fundamental 
sciences  and  liberalizing  subjects,  as  well  as  thorough 
training  in  the  several  technical  curricula.  Emphasis  will 
be  placed  also  on  the  practical  viewpoint.  We  want  stud- 
ents to  know  the  problems  that  are  to  be  solved  and  to  be 
able  to  meet  men  and  women  of  the  work-a-day  world  on 
a common  ground  of  understanding.  In  a larger  way  the 
aim  of  our  teaching  and  training  will  be  to  produce  not 
only  the  practical  agriculturist,  engineer  and  housekeeper, 
but  also  young  men  and  women  trained  for  leadership, 
young  men  and  women  who  have  been  led,  through  a 
study  of  the  social  relations  combined  with  professional 
and  practical  training,  to  have  a larger  vision  of  the  duty 
of  college  trained  men  and  women  as  leaders  in  com- 
munity development. 

The  institution  will  also  continue  to  make  adequate 
provision  for  those  desiring  practical  training  briefer  than 
that  given  in  the  regular  curricula.  Those  whose  oppor- 
tunities for  preparation  have  been  limited  will  find  in  the 
Kansas  State  Agricultural  College,  courses  designed  to 
meet  their  needs.  The  short  courses  now  offered  to  the 
busy  farm  boy,  to  the  girl  who  can  be  spared  for  but  a 
few  months  from  the  home,  and  to  the  shop  man  who 
can  come  only  for  a few  months  during  the  slack  time  in 
his  occupation,  will  be  increased  and  expanded.  It  will 
be  many  years  before  the  practical  working  out  of  the 
provisions  of  the  Smith-Hughes  Act  will  eliminate  the 
need  of  such  training  on  the  part  of  agricultural  and 
mechanical  colleges.  The  scarcity  of  trained  workmen 


THE  INAUGURATION  OF  PRESIDENT  JARDINE  23 

which  the  needs  of  the  war  brought  so  vividly  to  the  minds 
of  the  American  public,  demands  that  state  institutions 
endeavor  to  prepare  that  portion  of  the  state’s  citizenship 
as  they  never  attempted  to  prepare  them  before. 

The  participation  of  the  United  States  in  the  Great 
War  brought  to  the  Kansas  State  Agricultural  College, 
as  to  other  educational  institutions,  new  opportunities  to 
show  its  adaptability  to  public  needs.  While  it  curtailed 
slightly  the  quantity  of  teaching  and  investigation  on  the 
campus,  it  increased  many  fold  the  institution’s  service  in 
the  state.  The  boundaries  of  the  College  campus  have  be- 
come, in  truth,  the  boundaries  of  the  state.  While  in  the 
future,  as  in  the  past,  the  institution  will  owe  to  the  state 
professional  and  practical  education  of  the  highest  quality 
for  Kansas  young  people,  the  steady  trend  of  the  insti- 
tution’s development  during  recent  years,  accelerated  by 
the  events  of  the  past  eighteen  months,  would  seem  to  in- 
dicate that  in  extention  teaching  lies  one  of  the  major 
means  through  which  it  will  be  able  to  inspire  an  im- 
proved and  enlightened  agricultural  and  industrial  life 
within  the  state.  It  shall  be  the  policy  of  the  institution 
to  inspire  leadership  among  the  people,  to  bring  forward 
the  potential  leaders  of  the  rural  communities. 

The  work  of  the  agricultural  experiment  station  must 
be  maintained  on  the  same  high  plane  as  in  the  past.  The 
results  of  experiment  station  research  and  investigation, 
together  with  assembled  facts  as  worked  out  by  practical 
farmers,  form  the  basis  and  foundation  of  all  college 
teaching  in  agriculture  and  all  agricultural  extension 
work.  Three  years  ago,  the  recognition  of  agriculture  as 
an  organized  science  was  observed  in  the  formation  of 
Section  M of  the  American  Association  for  the  Advance- 
ment of  Science.  This  was  a significant  event  in  the 
instory  of  agricultural  colleges  and  experiment  stations. 
It  forms,  however,  only  the  first  definite  milestone  in  the 
evolution  of  agricultural  science.  Only  the  simpler 
problems  of  agricultural  industry  have  been  solved. 
Longer  periods  of  preparation  and  more  intensive  train- 
ing will  be  required  of  those  who  would  solve  the  more 
difficult  problems  remaining. 

Agricultural  research  progresses  quietly.  Its  oper- 
ations carry  little  popular  appeal,  nor  is  premature  pub- 
licity to  be  desired.  Agricultural  research  and  investi- 
gation, however,  are  dependent  upon  public  support.  It 
is  the  responsibility  of  those  who  are  the  guardians  of 
agricultural  science  and  those  who  have  cause  to  appre- 
ciate its  fundamental  value,  to  see  that  the  latest  comer 


24 


THE  INAUGURATION  OF  PRESIDENT  JARDINE 


among  the  organized  sciences  is  not  curtailed  or  hamper- 
ed for  lack  of  funds. 

Engineering  research  is  a field  of  scientific  investiga- 
tion which  is  destined  to  grow  and  to  play  a large  part  in 
the  improvement  of  agricultural  life.  No  adequate  finan- 
cial support,  either  from  state  or  from  federal  funds,  has 
as  yet  been  forthcoming  for  this  work.  Valuable  work  is 
being  done  with  the  means  and  the  force  available  and 
this  will  be  continued  and  increased  to  the  greatest  extent 
possible.  Engineering  experiment  stations  should  be  cre- 
ated through  proper  congressional  action,  and  federal 
funds  added  to  state  funds  for  the  furtherance  of  engin- 
eering research.  With  federal  recognition  and  adequate 
financial  support,  engineering  investigations  will  quickly 
demonstrate  their  economic  value. 

If  the  Kansas  State  Agricultural  College  is  to  continue 
its  leadership  in  vocational  education,  it  is  necessary 
that  the  men  and  women  composing  its  faculty  and  staff 
keep  in  mind  the  peculiar  purposes  underlying  its  founda- 
tion. They  must  discriminate  between  the  functions  of 
colleges  of  liberal  arts  and  the  social  and  industrial  prob- 
lems, to  cope  with  which,  this  institution  was  created.  A 
common  criticism  of  college  faculties  is  that  they  are  un- 
practical, that  they  do  not  keep  in  touch  with  the  work 
of  the  world.  An  institution  such  as  this  should  have  as  a 
primary  purpose  the  undertaking  of  such  work  as  will 
keep  its  faculty  in  close  touch  with  the  practical  work  of 
the  world.  They  should  be  ready  to  meet  the  leaders  and 
directors  of  professions  and  industries  alike,  on  a basis  of 
equality  and  efficiency,  so  that  they  may  have  the  respect 
and  confidence  not  alone  of  their  academic  associates, 
but  of  the  men  who  are  doing  things  in  the  work-a-day 
world. 

The  need  for  acquiring  and  maintaining  the  practical 
viewpoint  does  not  lessen  the  necessity  for  the  mainten- 
ance of  scholarship  in  the  faculty.  Every  faculty  member 
should  be  an  authority  in  his  subject  or  should  be  in  pro- 
cess of  becoming  such.  Advanced  study  and  research 
and  the  policy  of  granting  leaves  of  absence  for  this  pur- 
pose, will  be  encouraged  in  the  future,  as  in  the  past.  In 
addition  to  a practical  viewpoint  and  scholarship,  loyalty 
and  faithful,  conscientious  effort  are  necessary  on  the 
part  of  every  individual  comprising  the  faculty.  The 
workers  of  the  Kansas  State  Agricultural  College  have 
embodied  these  characteristics  to  a marked  extent,  and 
therein  lies  a secret  of  the  growth  of  the  institution.  If 
each  individual  continues  to  do  his  part,  no  fears  need  be 
entertained  for  the  future  success  of  the  institution. 


THE  INAUGURATION  OF  PRESIDENT  JARDINE 


25 


In  the  matter  of  the  relations  of  faculty  and  students 
I hope  to  see  great  improvements  effected.  The  influence 
which  the  teacher  may  exert  in  the  life  of  the  student  is 
not  limited  to  the  class  room.  Where  teacher  and  student 
meet  as  individuals  outside  the  class  room,  great  mutual 
benefit  may  be  gained.  The  student  may  receive  from  the 
teacher  of  broad  view  and  generous  sympathy  the  great- 
est impulse  and  inspiration  to  do  and  to  become ; from  the 
student  the  teacher  may  gain  a fresh  viewpoint  and 
through  him  come  to  know  the  community  whose  life  the 
student  reflects.  In  an  institution  of  large  numbers  it  be- 
comes more  and  more  difficult  to  preserve  personal  con- 
tact between  faculty  and  student  body,  yet  I believe  that 
this  is  not  impossible ; I believe  that  it  has  not  always  been 
preserved  because  insufficient  effort  has  been  made  to 
this  end.  I believe  that  the  social  center  is  as  desirable 
and  necessary  for  the  best  life  of  the  college  community 
as  it  is  for  the  rural  or  the  urban  community.  I hope  to 
see  developed  on  the  campus  of  Kansas  State  Agricultural 
College  such  a center,  in  which  students  and  college 
workers  may  mingle  freely.  The  land  grant  institution 
affords  an  appropriate  field  for  working  out  such  a pro- 
ject. 

In  the  matter  of  the  relation  of  the  institution  to  the 
people  of  the  state,  it  must  meet  the  responsibility  of 
leadership  which  it  is  expected  to  assume.  It  must  have 
such  a vision  of  the  future  that  it  anticipates  new  prob- 
lems and  prepares  for  them.  It  should  not  be  ultracon- 
servative, it  should  not  become  static,  but  should  be  es- 
sentially dynamic  and  progressive.  Rather  than  hinder 
progress,  it  must  point  the  way  to  new  and  greater 
achievements.  In  working  out  this  larger  purpose,  as 
well  as  in  the  performance  of  its  time-honored  functions, 
the  Kansas  State  Agricultural  College  should  find  in  its 
alumni  a great  source  of  inspiration,  encouragement,  and 
support.  An  effort  should  be  made  to  instill  fresh  inter- 
est in  the  Alumni  Association  of  the  Kansas  State  Agri- 
cultural College  and  to  awaken  in  all  those  who  go  out 
from  the  institution  a sense  of  personal  responsibility  for 
the  future  of  their  Alma  Mater.  Only  through  a strong 
association  of  loyal,  patriotic  alumni  will  a real  college 
tradition  develop  and  live. 

The  people  of  the  state  have  taxed  themselves  freely 
that  higher  education  might  be  available  to  the  young 
people  of  the  commonwealth.  Those  of  its  young  men 
and  women  who  are  privileged  by  circumstance  to  enjoy 
directly  the  fruits  of  the  state’s  beneficence,  form,  how- 
ever, only  a small  part  of  the  whole  of  its  citizenship. 


26  THE  INAUGURATION  OF  PRESIDENT  JARD1NE 

Their  responsibilities  and  the  debt  they  owe  to  the  state 
are  increased  in  direct  relation  of  their  numbers  to  the 
whole.  They  should  study  the  state's  needs,  endeavor  to 
anticipate  the  problems  that  will  confront  its  people  in 
the  years  to  come,  and  strive  to  discern  what  present 
action  is  needed  to  insure  their  proper  solution.  Through 
constructive  criticism  and  suggestion  the  alumni  have 
power  to  influence  and  help  mold  the  line  of  action  of 
their  Alma  Mater.  Friendly  co-operation  and  the  com- 
bining of  all  forces  are  needed  for  the  advancement  of 
the  state,  industrially,  economically,  and  socially. 

The  present  and  future  mission  of  the  Kansas  State 
Agricultural  College  then  would  seem  to  be  fundamentally 
the  continuance  of  its  leadership  as  a land  grant  insti- 
tution in  the  further  development  of  agricultural  science 
and  the  mechanic  arts,  in  the  training  of  young  men  and 
women  as  leaders,  teachers,  and  technical  workers,  and 
in  the  dissemination  of  advanced  information  throughout 
the  state  in  promoting  higher  standards  of  agriculture, 
industry,  and  community  life. 

“No  man  liveth  to  himself,"  however,  is  as  true  of 
institutions  as  of  men.  The  period  of  world  readjustment 
toward  which  we  looked  during  the  years  of  war  is  upon 
us.  In  this  readjustment  period,  education  must  take  a 
leading  place,  and  all  educational  institutions  must  co- 
operate in  making  the  contribution  of  education  one  which 
will  raise  the  race  of  men  to  new  standards  of  efficiency, 
justice,  and  welfare.  To  this  great  cause  Kansas  State 
Agricultural  College  must  make  its  contribution  of  talent, 
thought,  and  labor.  As  the  enlightened,  capable  indi- 
vidual, having  achieved  success  in  his  own  life,  finds  his 
greatest  opportunity  for  growth  in  serving  society,  so  will 
the  Kansas  State  Agricultural  College  find,  not  in  self- 
seeking  and  personal  aggrandizement,  but  in  a desire  to 
serve  where  service  is  needed  and  a willingness  to  join 
hands  with  all  other  agencies  in  advancing  the  common 
welfare,  its  highest  opportunity  for  growth  and  a true 
basis  for  claim  to  greatness. 

There  are  many  signs  of  a new  virility  in  education. 
In  England  Parliment  has  passed  an  Education  Bill  which 
is  a distinct  forward  step  in  providing  a greater  degree  of 
education  for  the  youth  of  that  country.  England,  in- 
clined in  the  past  to  be  ultraconservative  in  her  educa- 
tional policy  and  to  cling  to  the  formal  type  of  academic 
training,  has  made  wonderful  strides  in  educational  re- 
form since  1914.  Many  English  authorities,  however, 
are  still  unawake  to  the  extent  of  the  reforms  which  are 
needed  in  the  English  system  of  education.  The  British 


THE  INAUGURATION  OF  PRESIDENT  JARDINE 


27 


Labor  Party  approaches  more  nearly  to  a proper  com- 
prehension of  the  duty  of  the  government  in  education. 
It  has  inserted  in  its  platform  a plank  which  reads : “The 
conference  holds  that  the  most  important  of  all  the  meas- 
ures of  social  reconstruction  must  be  a genuine  national- 
ization of  education,  which  shall  get  rid  of  all  class  dis- 
tinctions and  privileges,  and  bring  effectively  within  the 
reach,  not  only  of  every  boy  and  girl,  but  also  of  every 
adult  citizen,  all  the  training,  physical,  mental  and  moral, 
literary,  technical  and  artistic,  of  which  he  is  capable.” 
The  Labor  Party  points  out  that  while  appreciating  the 
advances  indicated  by  the  proposals  of  the  present  Min- 
ister of  Education,  it  cannot  be  satisfied  with  a system 
which  condemns  the  great  bulk  of  the  children  to  merely 
elementary  schooling — which,  notwithstanding  what 
is  yet  done  by  way  of  scholarships  for  exceptional  geni- 
uses, still  reserves  the  endowed  secondary  schools  and 
even  more  the  universities,  for  the  most  part,  to  the  sons 
and  daughters  of  a small  privileged  class,  while  contem- 
plating nothing  better  than  eight  weeks  a year  continua- 
tion schooling  up  to  the  age  of  eighteen  for  90  percent 
of  the  youth  of  the  nation. 

In  the  United  States  popular  education  has  always 
been  far  more  advanced  than  in  England.  The  founders 
of  the  American  colonies  were  keenly  interested  in  nation- 
al education  and  believed  that  only  a well-informed  and 
well  educated  nation  could  be  happy,  prosperous,  and 
free.  The  fathers  of  the  Republic  made  ample  provision 
from  the  outset  for  general  elementary  education  and  for 
education  in  the  professions.  No  provision  was  made  for 
industrial  education,  however,  because  at  that  period  in- 
dustry was  centered  largely  in  the  home.  That  part  of 
the  industrial  knowledge  and  practice  which  could  not  be 
transmitted  personally  from  parents  to  children  could  be 
supplemented  satisfactorily  through  the  apprenticeship 
system  in  vogue. 

The  original  provisions  for  general  education  were 
in  time  supplemented  by  free  public  secondary  schools 
and  there  was  then  an  open  and  continuous  pathway  from 
the  elementary  school  to  the  university.  The  development 
of  this  comprehensive  system  of  general  education  in  this 
country  has  been  of  inestimable  value  in  the  growth  of 
our  free  institutions  and  the  development  of  a homogen- 
eous people.  On  the  other  hand,  its  shortcomings  and  de- 
fects have  been  many  and  obvious.  If  a young  man 
wished  to  enter  one  of  the  older  professions,  ample  op- 
portunities were  at  hand,,  but  there  was  no  university  or 
college  training  to  provide  leaders  for  the  industrial  army. 


28  THE  INAUGURATION  OP  PRESIDENT  JARDINE 

The  schools  afforded  little  if  any  useful,  practical 
knowledge  to  those  engaged  in  agriculture,  engineering, 
and  manufacture. 

To  meet  the  growing  need  for  practical  education 
there  was  enacted  the  Land  Grant  Act  of  1862  which  laid 
the  foundation  of  a national  program  in  vocational  educa- 
tion, an  innovation  which  was  considered  by  many  to  be 
more  or  less  dangerous,  but  which  has  demonstrated  the 
practicability  of  learning  by  doing.  The  more  than  teri 
thousand  men  and  women  who  constitute  the  professors, 
instructors,  extension  workers,  and  experiment  station 
investigators  of  the  land  grant  institutions  today,  and  the 
more  than  130,000  students  enrolled  therein,  testify  to 
the  wisdom  of  the  act  and  the  breadth  of  vision  and  pub- 
lic spirit  of  those  who  made  it  an  actuality.  The  land 
grant  institutions  have  experienced  an  incredibly  rapid 
development  in  number  of  students,  in  faculty,  in  yearly 
income  and  value  of  demonstration  farms,  and  in  the 
value  of  all  property.  Their  growth,  while  rapid,  has, 
however,  been  through  the  natural  means  of  experimen- 
tation and  study  and  the  mapping  of  the  course  in  new 
fields  has  not  been  without  error.  The  land  grant  insti- 
tutions with  their  inseparable  coadjutors,  the  experiment 
stations,  now  occupy  a position  of  far-reaching  power  and 
influence  in  connection  with  the  most  vital  interests  of 
the  state  in  which  they  are  located. 

The  vocational  movement  in  education,  moreover, 
has  exerted  a wide  influence  in  all  education.  There  is 
everywhere  among  thinking  people  an  admission  that 
future  progress  in  education  will  be  in  the  development  of 
applied  arts  and  sciences,  and  that  the  only  truly  cultural 
education  is  that  which  has  its  roots  in  the  problems  of 
actual  life. 

But  this  is  no  time  for  self-complacency  on  the  part 
of  land  grant  institutions.  Their  establishment  was  a 
long  step  forward  in  universal,  useful  education,  but  it 
did  not  remedy  all  the  defects  of  the  existing  educational 
system.  The  free  public  high  schools  which  came  to  fill 
the  gap  between  the  elementary  schools  and  the  universi- 
ties have  in  many  cases  fallen  victim  to  false  ideas  of 
culture  and  must  radically  change  their  curricula  if  they 
are  to  become  servants  of  modern  life.  Moreover,  they 
have  been  located  in  towns  and  cities  and  made  no  ade- 
quate provision  for  educating  the  youth  of  rural  com- 
munities. Efforts  more  or  less  successful  have  been  made 
to  bring  secondary  education  to  rural  young  people  with- 
in the  bounds  of  their  own  communities  by  means  of  the 
township  and  rural  high  schools,  and  the  consolidated 


THE  INAUGURATION  OF  PRESIDENT  JARDINE 


29 


schools.  These  schools  for  the  most  part,  however,  have 
traversed  the  usual  fields  of  general  education. 

The  multiplicity  of  inventions  and  the  rapid  and  enor- 
mous increase  in  the  application  of  science  to  manufac- 
ture removed  industries  from  the  home  and  brought  about 
the  development  of  the  modern  industrial  system.  The 
educational  system,  with  the  exception  of  a few  sporadic 
experiments,  continued  to  release  from  the  school  room  a 
steady  stream  of  immature  youth,  unprepared  for  the 
conditions  of  the  industrial  world  which  immediately  re- 
ceives them.  Educators  either  remained  blind  to  this  fact, 
or,  fearing  dangerous  innovations,  remained  silent.  In- 
stitutes of  technology  were  founded  with  private  funds 
and  industrial  organizations  formulated  courses  of  train- 
ing for  their  workers  within  their  own  walls.  These 
means  gave  only  a limited  relief,  however,  from  a con- 
dition which  was  universal  in  its  existence  and  therefore 
could  be  reached  adequately  only  through  universal 
means. 

In  answer  to  the  urgent,  widespread  need,  the  Smith- 
Hughes  Act  was  passed,  providing  for  vocational  edu- 
cation below  college  rank  and  carrying  with  it  immense 
possibilities.  The  conditions  of  war  under  which  it  was 
brought  to  adoption,  the  widespread  and  recognized  need 
which  it  attempts  to  fill,  its  possibilities  for  good  and  evil, 
are  a remarkable  reminder  of  that  other  epoch-making 
act  in  1862.  It  has  brought  rejoicing  to  those  who  see  in 
it  a just  and  fair  provision  for  fitting  the  child  to  adjust 
himself  successfully  to  the  economic  world.  Yet  that  the 
Act  carries  within  it  an  element  of  danger  has  been  point- 
ed out.  That  danger  is  that  in  our  zeal  to  enable  a black- 
smith to  become  an  efficient  blacksmith,  and  a farmer 
a proficient  farmer,  we  may  inadvertently  sow  the  seeds 
of  class  distinction.  From  the  beginning  of  our  national 
existence  our  wills  have  been  resolutely  set  against  the 
division  of  society  into  upper  and  lower  classes.  Our  edu- 
cational system,  numerous  as  have  been  its  defects,  has 
nevertheless  served  admirably  in  bringing  about  an  un- 
exampled democratization  of  society.  That  several  of 
the  most  distinguished  executives  of  the  nation  have  come 
from  the  lowly  log  cabin  has  been  a matter  of  great 
national  pride  with  us  as  symbolizing  the  reality  and 
truth  of  our  democracy. 

The  task  of  applying  the  provisions  of  the  Smith- 
Hughes  Act,  like  that  of  the  great  Land  Grant  Act,  will 
require  foresight  and  wisdom,  careful  experimenting  and 
study.  We  must  not  foster  the  thought  that  the  son  of 
the  blacksmith  must  inevitably  be  a blacksmith,  nor  that 


30 


THE  INAUGURATION  OF  PRESIDENT  JARDINE 


the  son  of  a farmer  must  necessarily  stay  on  the  land.  As 
a matter  of  fact,  the  interchange  of  blood  between  coun- 
try and  city  has  been  one  of  the  most  wholesome,  leaven- 
ing influences  upon  our  national  life.  We  must  encourage 
a continuance  of  this  interchange,  rather  than  discourage 
it.  We  must  offer  to  every  child,  whether  of  urban  or 
rural  community,  opportunity  to  enter  whatever  vocation 
or  profession  he  may  choose. 

What  is  needed  is  a balance  between  vocational  or 
industrial  education  on  the  one  hand  and  liberal  educa- 
tion on  the  other,  a type  of  education  which  shall  give  a 
broad  insight  into  the  industrial  world  of  activity  and  yet 
develop  the  individual's  capacity  for  esthetic  appreciation 
to  the  highest  degree  of  which  he  is  capable.  The  pur- 
pose underlying  the  training  of  the  child  industrially  must 
not  alone  be  the  production  of  more  at  less  cost.  Indus- 
trial training  in  education  is  not  to  be  allied  with  exploita- 
tion. The  chief,  animating  purpose  must  be  to  insure  the 
welfare  of  the  child  by  widening  his  opportunities.  It 
is  only  thus  that  we  may  safeguard  the  welfare  of  so- 
ciety. 

The  new  education  must  embody  in  it  the  larger, 
broader  aim  of  training  for  citizenship.  In  the  past  we 
have  believed  that  training  in  the  principles  of  citizen- 
ship would  somehow  take  care  of  itself.  We  have  be- 
lieved that  no  group  or  nationality  could  withstand  the 
fusing  influence  of  our  great  melting  pot.  How  greatly 
we  have  erred  in  this  belief  is  evidenced  most  strongly  by 
the  persistence  of  German  ideals  among  German  immi- 
grants and  their  descendants.  We  have  failed  to  make  of 
many  of  these  people  real  Americans.  The  existence  of 
conflicting  groups  in  our  national  life  is  shown  by  the 
continuous  struggle  between  labor  and  capital.  The  di- 
vision of  a large  portion  of  our  population  into  two  great 
groups  is  not  without  elements  of  good,  within  certain 
limits.  Both  labor  and  capital,  have  learned  the  value 
and  power  of  united  force,  of  co-operation,  in  contrast  to 
individual  competition.  But  the  elements  of  danger  to 
the  Republic  in  the  situation  are  immense.  Should  the 
schism  prove  permanent,  then  we  are  already  divided 
into  classes.  But  it  must  not  continue.  The  first  consid- 
eration of  all  American  citizens  must  be,  not  the  interests 
of  the  laboring  group,  nor  the  interests  of  the  moneyed 
group,  but  the  interests  of  free  America.  Through  the 
schools  as  the  first  medium  we  must  teach  that  Ameri- 
can citizenship  with  its  gift  of  privileges,  imposes  duties. 
We  must  instill  into  the  minds  of  growing  boys  and  girls 
ideals  of  citizenship  which  shall  insure  justice  to  all.  With 


THE  INAUGURATION  OF  PRESIDENT  JARDINE 


31 


justice  secured,  the  forces  of  labor  and  capital  will  be 
free  to  unite  to  insure  a more  perfect  democracy. 

The  evolution  of  the  new  education  in  which  in- 
dustry is  to  be  safely  utilized  at  its  full  value,  and  in 
which  the  spirit  of  American  citizenship  is  to  be  instilled 
into  the  child,  forms  one  of  the  great  tasks  of  the  read- 
justment period  and  the  future.  The  land  grant  insti- 
tutions of  the  United  States  embody  the  successful  work- 
ing out  of  the  first  attempt  of  the  federal  government  to 
connect  the  industries  with  education.  Once  pioneers  in 
a new  field,  braving  adversities  to  be  encountered  in  un- 
trodden paths,  now  accepted  as  duly  accredited  members 
of  the  society  of  higher  educational  institutions,  they  must 
not  forget  their  obligations  to  those  who  would  blaze  new 
trails.  They  cannot  ignore  new  educational  needs. 

There  are  two  functions  which  the  Agricultural  and 
Mechanic  Arts  colleges  may  be  expected  to  perform  in 
helping  to  initiate  universal  secondary  vocational  educa- 
tion. The  first  of  these  is  to  make  available  in  adapted 
form  to  secondary  schools,  for  use  in  their  curricula,  a 
considerable  part  of  the  practical  subject  matter  in  agri- 
culture, home  economics,  and  mechanic  arts  which  has 
heretofore  been  reserved  for  the  college  curricula.  The 
second  of  these  functions  is  that  of  providing  trained  men 
and  women  for  the  teaching  corps  of  secondary  vocational 
schools. 

The  war  has  demonstrated  as  never  before  the  value 
of  education,  especially  of  the  kind  of  education  which 
prepares  men  and  women  for  definite  tasks.  During  the 
war  the  government  manifested  its  appreciation  of  the 
technically  trained  man  by  using  the  colleges  and  uni- 
versities in  the  training  of  national  army  men  and  in  the 
establishment  of  the  Students’  Army  Training  Corps. 
It  indicated  its  recognition  of  the  need  which  the  educa- 
tional institution  must  fill  in  the  reconstruction  period, 
by  its  system  of  utilizing  college  equipment  and  teaching 
force  in  preparing  men  for  military  service.  It  thereby 
made  it  possible  for  practically  all  to  retain  their  full  in- 
structional forces  and  remain  prepared  to  handle  prob- 
lems as  they  might  arise  during  the  conflict  and  there- 
after. 

In  the  development  of  the  educational  system  of  this 
country,  the  national  government  has  come  to  partici- 
pate to  a large  extent  in  educational  affairs.  National 
establishment  and  supervision  of  schools  for  the  Indians, 
for  the  territory  of  Alaska,  and  for  our  island  possessions 
were  necessary.  The  first  direct  entrance  of  the  na- 
tional government  upon  educational  relations  of  a prac- 


32  THE  INAUGURATION  OF  PRESIDENT  JARDINE 

tical  character  and  on  an  extensive  scale,  was  the  es- 
tablishment of  the  land  grant  colleges  of  agriculture  and 
mechanic  arts.  This  has  been  followed  recently  by  pro- 
vision for  vocational  education  in  the  high  schools.  Our 
disabled  soldiers  and  sailors  require  special  training  for 
rehabilitation  and  this  the  government  is  providing. 
These  different  educational  activities  of  the  national  gov- 
ernment are  not  administered  by  a single  government 
agency.  On  the  contrary,  as  a natural  outgrowth  of  our 
rapid  development,  national  educational  supervision  is 
scattered  through  eight  of  the  ten  departments  of  the 
federal  government. 

There  is  now  a movement  under  way  in  this  country 
to  establish  a federal  department  of  education  and  to 
centralize  all  of  the  educational  activities  of  the  national 
government  under  one  head.  From  the  theoretical  stand- 
point, this  would  seem  logical  and  in  line  with  efficiency. 
The  established  system,  however,  possesses  advantages 
which  cannot  be  overlooked  and  which  would  be  seriously 
jeopardized  by  a strong  centralization  of  supervision. 
When  the  Land  Grant  colleges  were  established,  their 
national  supervision  was  entrusted  for  the  most  part  to  the 
Department  of  Agriculture.  For  more  than  fifty  years 
these  institutions  have  worked  together  and  out  of  this 
experience  has  grown  a most  satisfactory  and  harmon- 
ious relationship.  The  common  interests,  aims,  and  ideals 
of  the  agricultural  colleges  and  the  Department  of  Agri- 
culture have  made  possible  more  rapid  progress  than 
could  otherwise  have  been  achieved.  Were  a strongly 
centralized  federal  department  of  education  to  be  estab- 
lished, the  old,  conservative,  academic  ideals  of  educa- 
tion might  easily  predominate  and  retard  immeasurably 
the  evolution  of  the  new  education  in  which  industry  is  to 
be  properly  utilized  and  the  best  Americanism  developed. 

There  are  undoubtedly  improvements  needed  in  our 
national  education  which  could  be  best  effected  through  a 
strong  national  educational  center,  and  the  project  is  one 
which  merits  the  best  thought  of  all  those  interested  in 
the  cause  of  education.  But  in  working  out  a plan  for 
centralization,  the  advantages  of  the  present  system  must 
be  safeguarded  if  all  educational  forces  are  to  maintain 
a united  front. 

The  program  which  I have  outlined  is  a program  for 
education  in  the  United  States,  a program  designed  to 
promote  the  best  Americanism,  the  purest  ideals  of  de- 
mocracy. But  education  in  this  country  alone  is  insuffi- 
cient. With  modern  transportation  facilities,  with  mod- 
ern methods  of  gathering  and  transmitting  news,  with 


THE  INAUGURATION  OF  PRESIDENT  JARDINE 


33 


modern  interests  transcending  community,  state,  and  na- 
tional lines,  practically  any  national  problem  may  at  any 
moment  become  an  international  problem.  Education 
cannot  deal  with  the  United  States  as  it  was  a century 
ago,  when  our  educational  system  was  developing — a 
nation  isolated,  self-supporting,  self-sufficient. 

Ultimately,  the  education  which  is  necessary  is  world 
education.  Every  step  possible  must  be  taken  to  insure 
that  education  be  disseminated  over  the  entire  world  and 
that  it  be  democratic  education,  not  education  designed 
to  develop  efficiency  at  the  expense  of  initiative,  or  ac- 
quisitiveness at  the  expense  of  justice.  Moreover,  peo- 
ples of  varying  temperament,  ideals,  and  other  racial 
characteristics  must  by  education  be  led  to  an  understand- 
ing of  each  other.  Insistence  on  these  two  principles  in 
world  education — democracy  and  mutual  understanding 
— will  do  more  than  any  other  one  thing  to  make  wars 
impossible.  Any  league  of  nations  which  is  established 
may  wisely  have  somewhere  in  its  organization,  a com- 
mission on  education  to  suggest  to  the  constituent  nations 
large  general  plans  which  would  lead  toward  the  ful- 
fillment of  the  ideals  which  all  right-thinking  nations 
seek.  We  cannot  have  a world  curriculum,  but  we  can 
have  world  ideals  toward  which  education  in  all  coun- 
tries may  strive. 

Upon  us,  servants  of  the  new  era  in  world  politics 
and  in  world  education,  has  the  mantle  of  the  ancient 
leaders  fallen.  They  laid  the  foundation  upon  which  we 
must  build  the  super-structure.  By  the  touch  of  that 
mantle  in  our  hands — be  they  quickened  with  justice  and 
zeal — the  waters  of  error,  of  injustice,  of  prejudice,  will 
be  swept  aside,  and  education  for  democracy  will  cross 
over  into  its  own. 


34  THE  INAUGURATION  OF  PRESIDENT  JARDINE 

The  Reverend  Wilbur  Nesbit  Mason,  Bachelor  of 
Arts,  Master  of  Arts,  Bachelor  of  Sacred  Theology,  Doc- 
tor of  Divinity,  Member  and  Acting  Secretary  of  the 
Board  of  Administration,  brought  felicitations  from  that 
body,  speaking  as  follows : 

ADDRESS  BY  DOCTOR  MASON 

Mr.  President , Distinguished  Visitors , Faculty , and  Friends: 

It  is  reason  for  real  regret  on  your  part,  at  it  cer- 
tainly is  cause  of  regret  to  me,  that  his  Excellency,  Gov- 
ernor Allen,  Chairman  of  the  Board  of  Administration, 
finds  it  impossible  to  be  present  to  bring  the  greetings  of 
the  State  and  of  the  Board  at  this  time.  The  Governor 
has  already  sent  his  regrets;  but  yesterday  asked  me  to 
express  his  high  personal  esteem  for  President  Jardine 
and  his  confident  anticipation  of  an  administration  that 
will  bring  to  this  College  enlarging  usefulness  in  the 
service  of  the  State. 

The  inauguration  of  a new  president  is  an  important 
event  in  the  history  of  any  institution.  This  is  especially 
true  in  the  history  of  the  Agricultural  College.  Coming 
as  you  do,  President  Jardine,  as  successor  to  our  honored 
friend,  Dr.  Henry  J.  Waters,  and  becoming  the  most 
recent  addition  to  the  line  of  honorable  men  who  have 
been  President  of  this  institution,  you  are  charged  with  a 
large  task  in  carrying  forward  the  work  in  these  stirring 
and  momentous  days.  Were  you  only  to  maintain  the 
high  standard  of  service  rendered  by  your  predecessors, 
you  would  have  a man's  task ; but  to  do  what  their  work 
has  made  possible  and  what  your  own  high  sense  of  duty 
and  privilege  demands,  you  must  more  than  maintain 
what  has  already  been  wrought.  The  past  history  of  this 
institution  and  the  present  opportunity  challenge  you  to 
render  the  best  service  ever  performed  by  any  President 
of  this  College.  I congratulate  you  upon  the  high  resolve 
that  we  know  has  formed  within  you,  and  with  eager 
confidence  we  pledge  to  you  our  support  in  seeking  the 
goal  that  you  have  set  before  you. 

I congratulate  you  upon  the  material  with  which 
you  have  to  work.  Some  men  take  the  rude  stone  and 
with  the  touch  of  genius  shape  it  into  the  stately  building, 
eloquent  of  high  thought,  soaring  into  the  very  presence 
of  the  Divine.  Another  man  may  form  rough  marble 
into  a statue  whose  breast  seems  truly  to  heave  with  the 
throbbing  life  of  a Venus  de  Milo.  The  painter  mixes 
his  colors  and  with  the  brush  of  a master,  creates  a 
Sistine  Madonna  whose  parting  lips  speak  of  the  Mother- 


THE  INAUGURATION  OF  PRESIDENT  JARDINE 


35 


hood  of  God.  But  you  deal  with  material  far  more  sacred 
and  crowded  with  far  greater  possibilities.  Here  are 
gathered  the  raw  materials  out  of  which  are  made,  un- 
der your  guidance,  men  and  women  of  tomorrow. 
Kindled  by  your  enthusiasm,  inspired  by  your  ideals,  they 
are  to  make  the  citizenry  of  a progressive  commonwealth ; 
men  who  will  right  wrong,  correct  abuses  and  lift  the 
standards  of  living  until,  with  the  poet,  we  cry  out,  “What 
a work  of  God  is  a man!” 

I congratulate  you  upon  the  motives  to  which  you 
are  privileged  to  appeal.  In  the  midst  of  a world  so  given 
to  material  things  and  so  absorbed  in  measuring  values 
in  terms  of  sense,  the  College,  and  especially  the  President 
who  directs  the  policy  of  the  College,  have  a large  and 
definite  task  set  before  them  that  they  may  keep  alive 
and  fan  into  a glowing  flame  those  passions  of  youth 
that  are  the  finest  things  of  human  life.  If  hate  is  ever 
justified  in  the  heart  of  men,  shall  it  not  be  a hatred 
of  wrong  and  of  falsehood?  What  love,  among  all  our 
human  loves,  may  be  compared  with  the  love  for  truth? 
If  ever  the  hand  grows  weary  at  its  work  or  the  heart 
grows  faint  before  its  task,  the  educator  must  arouse  that 
courage  and  devotion  which  will  hold  the  young  steady 
in  their  loyalty  to  truth.  “Not  what  I am,  but  what  I 
aspired  to  be,  comforts  me.”  It  is  the  educator  who 
opens  to  the  inquiring  mind  that  undiscovered  country  of 
high  aspirations  and  holy  enthusiasms.  What  matter 
the  odds  against  a man  who  has  within  himself  these 
wellsprings  of  eternal  life?  To  tap  these  springs,  Mr. 
President,  is  your  great  privilege. 

I congratulate  you  because  of  the  mission  to  which 
you  are  to  point  the  young  people  who  are  under  your 
care.  Education  may  almost  be  said  to  be  another  name 
for  vision.  The  “mute  inglorious  Milton”  or  a “Cromwell 
guiltless  of  his  country's  blood”  is  such,  not  merely  be- 
cause he  has  had  no  chance,  but  because  he  has  not 
climbed  to  the  mount  of  vision  whence  he  may  see  the 
widespread  fields  of  opportunity.  It  is  the  business  of  the 
College  to  guide  young  people  to  these  peaks  of  vision,  and 
you,  Mr.  President,  may  truly  be  called  the  chief  guide  of 
this  group  of  guides  that  we  call  the  faculty.  Men  are 
willing,  even  glad,  to  do  if  only  they  may  find  the  thing 
that  is  worth  doing.  You  are  to  aid  them  in  making  the  dis- 
covery. You  are  to  tell  them  that  not  more  acres  in  their 
farms,  more  grain  in  their  bins,  more  cattle  on  our  Kansas 
plains,  are  to  be  the  goal  of  their  striving;  but  a finer 
tone  in  community  life,  a kindlier  spirit  and  truer,  wider 
brotherhood — these  are  the  things  really  worth  while. 


36  THE  INAUGURATION  OF  PRESIDENT  JARDINE 

The  honored  guest  representing  the  United  States 
Government  here  today,  Commandant  at  Funston,  Gen- 
eral Leonard  Wood,  has  more  than  once  given  living 
proof  of  the  point  I make.  Years  ago,  when  home  from 
his  great  work  in  cleaning  up  the  Island  of  Cuba,  making 
it  a fit  place  in  which  to  live,  Harvard  University,  of 
which  he  was  twice  an  alumnus,  conferred  upon  him 
the  highest  honorary  distinction  she  could  give — the 
Doctorate  of  Laws.  President  Eliot,  in  granting  the 
degree,  rightly  called  him, — remembering  his  remarkable 
work  in  Cuba — “Redeemer  of  a Province.”  On  the  same 
visit  home,  as  I recall,  a great  corporation  offered  him 
its  presidency  with  a salary  of  $30,000  per  year.  General 
Wood,  in  declining  it,  said,  “Gentlemen,  there  are  some 
things  money  cannot  buy.”  From  his  standpoint,  far 
better  was  it  to  stamp  out  yellow  fever  in  Havana,  making 
the  conditions  of  human  life  not  only  tolerable  but  joyous. 
So  are  you,  Mr.  President,  to  teach  our  Kansas  youth 
that  fine  idealism  which  will  make  them  redeemers  of  a 
commonwealth;  to  redeem  farm  life  from  its  dreary 
monotony  and  its  crass  materialism,  to  make  the  farmer’s 
home  a place  of  beauty,  to  give  the  village  such  a quick- 
ening that  it  shall  break  away  from  its  narrow  and  killing 
provincialism,  to  make  the  city  wholesome  and  to  make 
the  slum  impossible — this  is  a work  worth  while. 

In  the  name  of  the  State  and  of  the  Board  having 
charge  of  this  College,  I summon  you,  Mr.  President,  to 
this  far-reaching  service. 

The  Music  Faculty  Quartet  then  sang  “Loch 
Lomond,”  as  arranged  by  Clough  Leighter. 

ADDRESS  BY  GENERAL  WOOD 

Major  General  Leonard  Wood,  United  States  Army, 
Doctor  of  Medicine,  Doctor  of  Laws,  Commanding  Offi- 
cer, Camp  Funston,  was  then  introduced,  and  expressed 
his  appreciation  of  the  spirit  of  cooperation  and  help- 
fulness shown  by  President  Jardine  and  the  Faculty  in 
establishing  educational  facilities  for  the  soldiers  on  the 
campus  and  at  Camp  Funston.  He  touched  upon  the 
subject  of  universal  obligation  for  service  to  the  Nation. 
He  emphasized  the  value  of  prohibition  in  training  the 
army,  pointing  out  the  fine  qualities  kept  fresh  by  ab- 
stinence from  intoxicants.  He  spoke  in  praise  of  the  men 
in  the  Thirty-fifth,  Eighty-ninth,  and  Tenth  Divisions. 


THE  INAUGURATION  OF  PRESIDENT  JARDINE 


37 


Frank  Strong,  Bachelor  of  Arts,  Master  of  Arts, 
Doctor  of  Philosophy,  Doctor  of  Laws,  Chancellor  of  the 
University  of  Kansas,  brought  felicitations  from  the 
other  educational  institutions  established  by  the  State  of 
Kansas.  He  said: 

ADDRESS  BY  CHANCELLOR  STRONG 
Mr.  Chairman , Mr.  President , and  Ladies  and  Gentlemen: 

I wish  to  express  my  great  pleasure  in  being  allowed 
to  represent  the  University  of  Kansas  at  the  inauguration 
of  President  Jardine.  On  behalf  of  the  University  of 
Kansas  I congratulate  him  most  sincerely  and  hope  for 
him  a long  and  successful  administration.  I do  this  both 
as  the  head  of  a sister  institution  and  a citizen  of  the 
State  and  as  an  alumnus  of  the  Kansas  State  Agricultural 
College,  for  the  College  did  me  the  honor  of  granting  me 
an  honorary  degree  when  President  Henry  J.  Waters 
was  inaugurated. 

I feel  a sincere  interest  in  the  work  of  the  Agricul- 
tural College.  The  day  is  past  when  State  institutions 
look  with  envy  and  distrust  upon  each  other.  The  more 
this  great  College  thrives  and  adds  to  the  wealth  and 
happiness  of  the  State  the  better  it  is  for  all  the  rest  of 
us.  So  far  as  the  University  of  Kansas  is  concerned,  the 
larger  support  you  get  at  Manhattan,  the  better  we  shall 
like  it. 

Of  course  the  great  field  of  this  College  relates  to 
the  greatest  of  all  the  industries  of  this  State.  Kansas  is 
in  very  large  measure  still  an  agricultural  community. 
It  is  no  wonder  that  it  regards  with  so  much  concern  and 
confidence  the  development  of  its  Agricultural  College. 
I believe  the  state  is  happy  also  in  the  fact  that  the  Agri- 
cultural College  does  not  confine  itself  to  the  immediate 
economic  advantages  of  the  state,  but  also  trains  its  young 
people  for  a high  and  noble  position  in  life  and  for  high 
ideals  of  conduct  and  citizenship. 

A good  deal  has  been  said  here  and  elsewhere  in 
regard  to  the  current  from  the  farm  to  the  town  and 
city,  and  the  relation  of  agricultural  colleges  to  it.  In 
my  opinion,  this  current  cannot  be  stopped.  It  has  been 
running  for  many  centuries.  There  ought  to  be  a com- 
pensating current  running  from  town  to  the  country. 
This  is  not  likely  to  happen,  however,  until  conditions  of 
living  in  the  country,  until  Church,  school  and  social  op- 
portunities are  on  the  whole  commensurate  with  those  of 
the  town  and  city.  To  accomplish  this,  roads  that  are 


38  THE  INAUGURATION  OF  PRESIDENT  JARDINE 

good  the  year  round  are  necessary,  large,  well-built,  and 
well-appointed  schools  are  indispensable,  well-supported 
churches  with  competent  leadership  are  also  indispensa- 
ble, and  with  these  must  go  some  social  center  at  which 
the  social  life  of  the  community  may  be  adequately 
cared  for. 

Dr.  Frederick  W.  Lewis,  President  of  the  College 
of  Emporia,  who  had  expected  to  present  the  greetings 
of  the  privately  supported  institutions  of  Kansas,  was 
unable  to  be  present. 

Samuel  Alexander  Lough,  Bachelor  of  Arts,  Master 
of  Arts,  Doctor  of  Philosophy,  President  of  Baker  Univer- 
sity, was  introduced,  and  spoke  as  follows: 

ADDRESS  BY  DOCTOR  LOUGH 
Mr.  Chairman , Mr.  President , Ladies  and  Gentlemen: 

I sincerely  and  heartily  join  this  audience  in  the  feel- 
ing of  regret  that  President  Lewis  is  not  present.  Since 
he  is  not  here  it  is  with  great  pleasure  that  I bring  the 
congratulations  of  the  private  colleges  of  the  State  to 
President  Jardine  and  the  great  institution  over  which  he 
has  been  called  to  preside.  The  State  of  Kansas  is  to  be 
congratulated  upon  securing  as  the  President  of  one  of 
her  greatest  educational  institutions  this  man,  who  has 
been  so  favorably  identified  with  the  college  and  now 
comes  to  his  great  task  with  ripe  scholarship,  extensive 
experience,  and  demonstrated  fitness. 

We  of  the  private  colleges  gladly  participate  with 
all  the  citizens  of  Kansas  in  legitimate  pride  in  the  history 
and  development  of  this  College.  We  rejoice  as  we  think 
of  the  fine  way  in  which  our  Kansas  Agricultural  College 
has  successfully  met  the  challenge  of  this  great  agricul- 
tural State.  This  College  has  had  a great  past;  in  its 
present  activities  it  is  effectively  and  extensively  serving 
the  interests  of  the  State ; it  fronts  a future  of  opportunity 
and  possibility  even  greater  than  the  achievement  of  the 
past  and  the  service  of  the  present.  Two  conditions 
sound  educational  effort  must  meet : It  must  provide  vo- 
cational training  in  harmony  with  the  industrial  and 
economic  conditions;  it  must  equip  boys  and  girls  so 
trained  to  give  delightful  content  to  the  leisure  part  of 
life.  The  vocational  challenge  of  this  state  is  and  will 
always  be  prevailingly  agricultural.  We  now  everywhere 
recognize  that  one  of  the  big  and  perplexing  problems 


THE  INAUGURATION  OF  PRESIDENT  JARDINE 


39 


of  rural  life  is  spiritual  and  social  in  nature.  Consequent- 
ly there  exists  nowhere  a greater  educational  oppor- 
tunity than  that  which  confronts  this  institution.  With 
all  thoughtful  citizens  of  this  Commonwealth  we  here 
express  our  satisfaction  with  our  Board  of  Administration 
in  selecting  President  Jardine  to  direct  the  activities  of 
this  College  in  this  great  work. 

The  private  colleges  do  not  covet  this  magnificent 
plant.  They  do  not  envy  you  because  of  your  great  op- 
portunity. They  heartily  congratulate  you.  Speaking 
for  all,  let  me  assure  you  that  you  have  and  will  always 
have  our  hearty  sympathy,  our  sincere  good  will,  and  our 
loyal  support.  We  sincerely  wish  for  this  institution  a 
more  stable  and  increasingly  abundant  support.  To  this 
end  you  may  confidently  count  on  us  to  vote  and  work. 

The  Benediction  was  then  pronounced  by  the  Rev- 
erend Doctor  Fisher. 


At  6 o’clock  the  annual  Farm  and  Home  Week  din- 
ner was  served  in  the  barracks  by  the  Department  of 
Domestic  Science.  The  dinner  was  this  year  in  special 
honor  of  President  and  Mrs.  Jardine. 

President  Jardine  spoke  briefly,  introducing  Mr. 
Francis  D.  Farrell,  Dean  of  Agriculture,  as  Toastmaster. 
Addresses  were  made  by  Professor  S.  A.  Beach,  Iowa 
State  College ; Captain  D.  D.  Casement  of  Manhattan ; Mr. 
George  I.  Christie,  Assistant  United  States  Secretary  of 
Agriculture ; Doctor  D.  E.  Kurtz,  President  of  McPherson 
College ; Doctor  Wilbur  N.  Mason  and  Mr.  C.  W.  Green, 
of  the  Board  of  Administration;  Doctor  Julius  T.  Willard, 
Vice-President  of  the  College  and  Dean  of  General 
Science;  Mr.  A.  A.  Potter,  Dean  of  Engineering;  and 
Mr.  Harry  Umberger,  Acting  Dean  of  College  Extension. 
Mrs.  Jardine  responded  to  a toast  offered  in  her  honor. 


The  ceremonies  of  Inauguration  Day  were  concluded 
with  an  informal  reception  in  Nichols  Gymnasium,  com- 
plimentary to  President  and  Mrs.  Jardine. 


40  THE  INAUGURATION  OF  PRESIDENT  JARDINE 

BIOGRAPHICAL 

Doctor  William  Marion  Jardine  comes  from  a family 
of  farmers.  His  parents  were  engaged  in  farming  in 
Oneida  County,  Idaho,  in  1879,  when  he  was  born. 

Brought  up  on  farms  and  ranches,  Doctor  Jardine 
acquired  a practical  knowledge  of  agriculture  before  at- 
tending college.  He  still  owns  a farm  and  directs  its 
operation. 

Doctor  Jardine  was  graduated  from  the  Utah  Agri- 
cultural College  in  1904,  and  immediately  became  In- 
structor in  Agronomy  in  that  institution.  In  the  following 
year  he  became  Professor  of  Agronomy,  resigning  that 
position  to  take  charge  of  dry  land  investigations  for 
the  United  States  Department  of  Agriculture.  In  1910 
he  came  to  the  Kansas  State  Agricultural  College  as  Pro- 
fessor of  Agronomy,  and  three  years  later  became  Dean 
of  Agriculture  and  Director  of  the  Agricultural  Experi- 
ment Station. 

In  1912  Doctor  Jardine  was  lecturer  in  the  Graduate 
School  of  Agriculture,  which  was  held  that  year  at  the 
Michigan  Agricultural  College.  From  1908  to  1915  he 
was  a director  of  the  Northern  Pure  Seed  Company.  He 
is  a fellow  of  the  American  Association  for  the  Advance- 
ment of  Science.  In  1915-1916  he  was  President  of  the 
International  Dry  Farming  Congress,  and  in  the  following 
year  he  was  elected  President  of  the  American  Society  of 
Agronomy.  He  was  Vice-Chairman  of  the  Kansas  Coun- 
cil of  Defense  and  Chairman  of  its  Committee  on  Agri- 
cultural Production.  In  1916  Campbell  College  conferred 
upon  him  the  degree  of  Doctor  of  Laws. 

Doctor  Jardine  was  married  to  Miss  Effie  Nebeker 
in  1905.  They  have  three  children. 

Doctor  Jardine  is  recognized  as  one  of  the  world's 
principal  authorities  on  dry  farming,  and  his  papers  and 
bulletins  on  this  subject  are  read  in  foreign  countries  as 
well  as  in  the  United  States. 


THE  INAUGURATION  OF  PRESIDENT  JARDINE 


41 


HISTORICAL 

The  Kansas  State  Agricultural  College  was  founded 
in  1863. 

Preceding  Doctor  Jardine,  six  Presidents  served  the 
College,  as  follows: 

1863-1873 — The  Reverend  Joseph  Denison,  A.  M., 
D.  D. 

1873-1878 — The  Reverend  John  A.  Anderson,  A.  B. 

1878-1897 — The  Reverend  George  Thompson  Fair- 
child,  A.  M.,  LL.  D. 

1897-1899 — Thomas  Elmer  Will,  A.  M. 

1899-1909 — Ernest  R.  Nichols,  A.  M.,  Ph.  D. 

1909-1918 — Henry  Jackson  Waters,  B.  S.  A.,  LL.  D. 

ARRANGEMENTS  FOR  THE  INAUGURATION 

Arrangements  for  the  inauguration  of  Doctor  Jar- 
dine were  in  charge  of  a general  committee  consisting 
of  Professor  Albert  Dickens,  "93 ; Professor  Harry 
Llewellyn  Kent,  ’13 ; and  Doctor  Julius  Terrass  Willard, 
’83. 

Special  committees  charged  with  particular  duties 
were  as  follows: 

Committee  on  Ceremonies — Professor  J.  E.  Kam- 
meyer,  Professor  J.  V.  Cortelyou,  and  Dean  Helen 
Bishop  Thompson. 

Committee  on  Music — Professor  A.  E.  Westbrook 
and  Professor  R.  H.  Brown. 

Committee  on  Military  Affairs — Captain  George 
Sturges  and  Professor  R.  H.  Brown. 

Committee  on  Luncheon — Miss  Margaret  Haggart, 
Professor  J.  O.  Hamilton,  Miss  Jen  L.  Cox,  and  Miss  Helen 
Green. 

Committee  on  Evening  Reception — Dean  Mary 
Pierce  Van  Zile,  Miss  Frances  Brown,  and  Dean  Harry 
Umberger. 

Committee  on  Decorations — Professor  M.  F.  Ahearn, 
Mrs.  Bessie  Birdsall,  and  Miss  Araminta  Holman. 

Committee  on  Engraving  and  Printing — Professor 
Nelson  Antrim  Crawford. 


